ABSTRACT
It has been well documented in all countries with performance gaps along migration status that a substantial part of the differences between migrant and non-migrant pupils is related to socio-economic status and language spoken at home (Ammermüller 2007; Rangvid 2007; Entorf and Lauk 2008; Jacobs and Rea 2011; Schneewei, 2011). Above and beyond this pattern on the individual level, there seem to be school and educational system related factors, such as the presence or absence of early tracking and the level of academic or socio-economic segregation playing a role (Danhier et al. 2014). It is worth noting that countries that have the biggest gaps tend to be countries that have a high degree of socio-economic and academic segregation and often a system of early tracking (early orientation towards general education or vocational training). This is in line with the empirical finding that countries that have early tracking tend to have a higher degree of reproduction of social inequality as well (Hanushek and Wössmann 2006).
