This paper will analyze whether, on average, the academic performance of new immigrant youth changes over time; will examine whether academic performance over time differs by gender and by country of origin; will then proceed to identify longitudinal performance pathways exhibited by new immigrant youth. Lastly, it will examine the association between a number of predictors and two alternative measures of academic performance – grades as well as achievement scores on standardized tests. Various models are provided that elucidate the contribution of these factors in predicting grades, as well as standardized achievement test scores in the last year of the study taking both a student centered perspective as well as a school context centered perspective. – Publisher’s description
