The graph shows the mathematics proficiency of non-immigrant students and of first- and second-generation children of immigrant families at age 15 years. In Spain, the performance of students of first-generation immigrant origin is 55 points below, and that of students of second-generation immigrant origin 34 points below that of non-immigrant students, which is equivalent to being behind by one year of education (the progress recorded in an academic year represents around 40 points in the tests). This gap constitutes a generalised problem in Europe, as even in the Nordic countries, whose education system is considered a model, the differences are even greater.
What role must teachers play to combat early leaving from education and
training of young people of foreign origin? This study shows that their
support is key and that they must count on the necessary resources for