Resumo

BAUSELA HERRERAS, Esperanza. PISA 2012: Age at Immigration and the Spanish Education System. Rev. Costarric. Psic [online]. 2017, vol.36, n.1, pp.1-22. ISSN 1659-2913.  http://dx.doi.org/10.22544/rcps.v36i01.01.

Introduction. Immigrants arriving at school at younger ages have lower educational achievement than those who arrive at adolescence. Aims. Analyze risk and / or probability of immigrant students having low performance in skills assessed in PISA 2012, considering their age of arrival into the Education System. Methodology. Non- experimental or ex post facto, comparative design - cau sal. Data Analysis: Binary logistic regression analysis. Outcomes. In relation to the age at entrance into the Spanish Education System, the stage of Early Childhood Education increases the risk of a diminished performance in Reading, Mathematics and Science. With respect to PISA 2012 skills as sessment, it varies in stages: Kindergarten, Primary Education y Secondary Education. Conclusions. The risk of low performance varies with the educational stage at arrival. The arrival of immigrant students at Primary Education is a risk factor. We need to develop educational policies (e.g., language programs, host programs) that minimize the impact and reduce the risk of subsequent abandonment.

Palavras-chave : Competence; Age at Immigration; High School; Spanish Education System; PISA 2012.

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