Gli esiti scolastici degli alunni con cittadinanza non italiana

Translated title of the contribution: [Autom. eng. transl.] The educational outcomes of pupils with non-Italian citizenship

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

[Autom. eng. transl.] reconstruction of school paths and their outcomes, also in a comparative perspective with Italian students. In fact, any statistical diversity can call into question a possible educational inequality based on citizenship. Among the Cni students there is a 4.8% of anticipators (starting primary school at 5 years), a figure in line with the Italians' rate of advance (and increasing), and a 16.3% of students in delay in primary school, 44.1% in lower secondary school and a worrying 67.1% in upper secondary school. All delay rates are decreasing compared to the school year previous one. As for the choices in secondary school, the data continue to confirm the orientation of immigrant children towards technical and vocational training, while the start in high school or artistic education involves just over 20% of Cni students . In comparison with the Italians, there is still a channeling of the scholastic choices of students of immigrant origin, attributable to many variables, mainly economic, but also linked to difficult family planning, learning outcomes in the first levels of school and, not least, to the judgments of orientation of the teachers and to the difficulty of the high schools to equip themselves for a diversified population. Some local differences have emerged: in the North-West the choice of Cni children is 40% for both technical institutes and professionals. In the north-east, enrollment in vocational schools reaches its peak - 42.1% - and the situation in Emilia Romagna is noted, where as many as 46.5% of foreign students find themselves in this school address, while at high school has a meager 13.6% (the lowest figure in Italy). The choice of high schools is mostly present in immigrants from Romania, Ukraine, Albania, citizenships that also have high percentages of total female enrollment. The rate of continuation of the studies of young people of immigrant origin who have graduated in Italy has risen, in the 2012/13 period, to 3.1%, constituting the majority now registered in the Italian university system with foreign citizenship. In terms of outcomes, the admission / non-admission rates to the next class are examined: since the primary, the gap between Italians and foreigners is evident, In the lower secondary level (I year course) is 6.5 points percentages in favor of Italians (89.9% of CNI students are admitted to the latter, compared with 96.4% of Italians). In addition to being admitted to the final exams in lower percentages than Italians, the foreign students report on average lower marks, but in all types of tests, those born in Italy present better results than their companions born abroad, getting closer to the performance of Italians (especially in foreign language tests). In the subsequent school grade the gap becomes even more marked: at the end of the first secondary school, 64.1% of the CNI scrutinized is promoted against 82% of the Italians (-17.9%). Following a more stringent scholastic selection, at the end of the secondary cycle, 91.4% of foreigners (only 4.3% less than Italians) are admitted to the Maturity exam. Even the final outcome of the Maturity Exam sees the gap narrowed, as it exceeds the exam by 0.1% fewer foreigners than Italians, and even the distribution of maturity votes does not see striking differences in almost all types of address, with the exception of the high schools, where, for example, 7.4% of Cni pupils come out with a vote higher than 90/100 against 13.7% of Italians. Also the surveys of learning in the school year 2012/13 show a total svan
Translated title of the contribution[Autom. eng. transl.] The educational outcomes of pupils with non-Italian citizenship
Original languageItalian
Title of host publicationAlunni con cittadinanza non italiana. L’eterogeneità dei percorsi scolastici. Rapporto nazionale a.s. 2012/13
EditorsMADDALENA COLOMBO, VINICIO ONGINI
Pages69-90
Number of pages22
Publication statusPublished - 2014

Keywords

  • DISEQUITIES IN EDUCATION
  • Invalsi scores
  • Ocse Piiac scores
  • Ocse Pisa scores
  • STUDENTS WITH IMMIGRANT BACKGROUND
  • alunni stranieri
  • disuguaglianze etniche
  • educational failure rates
  • ethnic unequality
  • prove invalsi
  • punteggi Ocse PIIAC
  • punteggi Ocse PISA
  • riuscita scolastica
  • sociologia della scuola
  • sociology of schooling
  • tassi di insuccesso formativo
  • voti di maturità

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