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Does immigration background matter? How teachers’ predictions of students’ performance relate to student background

Authors:	Axinja Hachfeld Yvonne Anders Sascha Schroeder Petra Stanat Mareike Kunter

Institution:	1. Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany;2. Otto Friedrich University Bamberg, Postfach 1549, 96045 Bamberg, Germany;3. Free University Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany;4. University of Kassel, Arnold-Bode-Str. 10, 34109 Kassel, Germany;5. Institute for Educational Progress, Unter den Linden 6, 10099 Berlin, Germany;6. Johann Wolfgang Goethe University, Postfach 125, 60054 Frankfurt am Main, Germany;1. Sociology Department, University of Cincinnati, PO BOX 210378, Cincinnati OH 45221-0378, United States;2. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Box 3701, Tempe, AZ 85287, United States;1. Department of Psychology, University of Kiel, Olshausenstr. 75, 24118 Kiel, Germany;2. Leibniz Institute for Science and Mathematics Education at the University of Kiel, Olshausenstr. 62, 24118 Kiel, Germany;3. National Education Panel Study, University of Bamberg, Wilhelmsplatz 3, 96047 Bamberg, Germany;1. Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. German Institute for International Educational Research (DIPF), Schloßstraße 29, D-60486 Frankfurt am Main, Germany;3. Institute for Psychology, Faculty of Mathematics and Natural Sciences II, Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;1. University of Luxembourg, Luxembourg;2. Erasmus University Rotterdam, The Netherlands;1. Center for Applied Economics, Department of Industrial Engineering, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, República 701, Santiago, Chile;2. Center for Applied Economics, Department of Industrial Engineering and Center for Mathematics Modeling, UMI 2807 CNRS-UChile, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, República 701, Santiago, Chile;3. Center for Mathematics Modeling, UMI 2807 CNRS-UChile, Department of Mathematical Engineering, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, Beauchef 851, Santiago, Chile

Abstract:	Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students.

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