{"id":11181,"date":"2016-05-11T11:50:30","date_gmt":"2016-05-11T09:50:30","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/11\/usa\/11181\/oecd-countries-where-non-immigrant-students-achieved-higher-upper-secondary-completion-rates-compared-to-students-with-an-immigrant-background-5\/"},"modified":"2016-05-11T11:50:30","modified_gmt":"2016-05-11T09:50:30","slug":"oecd-countries-where-non-immigrant-students-achieved-higher-upper-secondary-completion-rates-compared-to-students-with-an-immigrant-background-5","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/11\/usa\/11181\/oecd-countries-where-non-immigrant-students-achieved-higher-upper-secondary-completion-rates-compared-to-students-with-an-immigrant-background-5\/","title":{"rendered":"OECD-countries where non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">\u201eIn several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background. However, there were differences within immigrant cohorts. First-generation immigrants had generally lower completion rates compared to second-generation immigrants.\u201c<br \/><\/span><span style=\"font-family: verdana, geneva, sans-serif; font-size: 14px;\">Samo Varsik u.\u00a0a., Intersectionality in education: Rationale and practices to address the needs of students\u2019 intersecting identities (2023), S.\u00a032f.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eIn several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[46],"tags":[],"class_list":["post-11181","post","type-post","status-publish","format-standard","hentry","category-usa"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11181","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=11181"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/11181\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=11181"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=11181"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=11181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}