{"id":6121,"date":"2017-06-30T22:23:41","date_gmt":"2017-06-30T20:23:41","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/06\/30\/daenemark\/6121\/pisa-2018-immigrant-students-in-denmark-estonia-finland-iceland-lebanon-and-sweden-2\/"},"modified":"2017-06-30T22:23:41","modified_gmt":"2017-06-30T20:23:41","slug":"pisa-2018-immigrant-students-in-denmark-estonia-finland-iceland-lebanon-and-sweden-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/06\/30\/daenemark\/6121\/pisa-2018-immigrant-students-in-denmark-estonia-finland-iceland-lebanon-and-sweden-2\/","title":{"rendered":"PISA 2018: Immigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">PISA 2018: \u201eImmigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden were more than twice as likely as their non-immigrant peers to score below proficiency Level 2 in reading, even after accounting for students\u2019 and schools\u2019 socio-economic profile.\u201c<br \/>OECD (Hrsg.), \u201ePISA 2018 Results. Where All Students Can Succeed\u201c (2019), S.&nbsp;186<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>PISA 2018: \u201eImmigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden were more than twice as likely as their<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[76],"tags":[],"class_list":["post-6121","post","type-post","status-publish","format-standard","hentry","category-daenemark"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6121","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=6121"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6121\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6121"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6121"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}