Abstract
Canada is one of the few countries with the world’s largest foreign-born immigrant population. One in every three newcomers to Canada is young people under 24 years of age. More than a third of young adults in Canada are from families where both parents are from another country. A thorough understanding of the relationship between immigrant student academic achievement and education policy in Canada is critical to the survival and prosperity of Canada. Despite the tremendous challenges facing these immigrant students in their schooling, the children of immigrants in Canada perform compatibly with their peers with Canadian-born parents in educational achievement overall, and the 2 groups have similar labor market outcomes in the long run. This largely results in the educational policy that commits to an equal chance in school with fairness and equal access, and promotes the importance of first language use and cultural identity in the context of language and academic development simultaneously. Both have been seen in the high academic achievement of immigrant students in Canada.
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Notes
- 1.
The Group of Eight (G8) refers to the group of eight highly industrialized nations – France, Germany, Italy, the United Kingdom, Japan, the United States, Canada, and Russia – that hold an annual meeting to foster consensus on global issues like economic growth and crisis management, global security, energy, and terrorism.
- 2.
They are Toronto, Montreal, Vancouver, Calgary, Ottawa-Gatineau, and Edmonton.
- 3.
The Pan-Canadian Education Indicators Program (PCEIP) is another indicator. However, the PCEIP results are reported as a portrait of the whole student population in Canada rather than immigrant students versus non-immigrant students, and hence this indicator was not included in this chapter.
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Cheng, L., Yan, W. (2018). Immigrant Student Achievement and Educational Policy in Canada. In: Volante, L., Klinger, D., Bilgili, O. (eds) Immigrant Student Achievement and Education Policy. Policy Implications of Research in Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-74063-8_9
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