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Résumé (français)

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Résumé (anglais)

Using the Canadian sample from the Programme for International Student Assessment, this study examined the effects of student and school characteristics on academic achievement of immigrant and non-immigrant students. No differences were found in mathematics achievement, but non-immigrant students outperformed immigrant students in both reading and science achievement. At the student level, there was more gender equity in academic achievement among immigrant than non-immigrant students. Socioeconomic inequity was related to fathers among immigrant students but to both mothers and fathers among non-immigrant students. Home language had weaker effects among immigrant than non-immigrant students. At the school level, teacher-student ratio, teacher morale, and academic pressure were predictors for immigrant students, whereas disciplinary climate for non-immigrant students. Non-immigrant students demonstrated tremendous regional differences that were absent among immigrant students.