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Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Even within the same race, achievement differences are being observed. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family dynamics or to socio-cultural or to psychological factors? Ogbu's (1998) Cultural-Ecological Model appears to be insufficient in completely and effectively accounting for these achievement differences. Therefore, the author is proposing a more comprehensive, "Interdisciplinary Theoretical Model of Migrant Schooling" to effectively account for the achievement differences seen across the globe. [ABSTRACT FROM AUTHOR]

Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Even within the same race, achievement differences are being observed. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family dynamics or to socio-cultural or to psychological factors? Ogbu's (1998) Cultural-Ecological Model appears to be insufficient in completely and effectively accounting for these achievement differences. Therefore, the author is proposing a more comprehensive, "Interdisciplinary Theoretical Model of Migrant Schooling" to effectively account for the achievement differences seen across the globe. [ABSTRACT FROM AUTHOR]