This study examines potential assessment bias based on students' primary language status in PISA 2018. Specifically, multilingual (MLs) and nonmultilingual (non-MLs) students in the United States are compared with regard to their response time as well as scored responses across three cognitive domains (reading, mathematics, and science).…

Students' out-of-school learning environment is one of the most prominent factors affecting their school success, which is mostly a source of inequity unfavoring disadvantaged groups. In some countries including Turkey, bilingual students are among disadvantaged groups because most of them are from immigrant families with low socioeconomic status.…

Reading research in the United States has mainly focused on early or, less frequently, middle grades and on monolingual (MN or English-only) rather than on multilingual (ML) students. To address these gaps, we focused on factors contributing to high school ML students' reading achievement. In particular, we first used machine learning to identify…

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES), which took place on May 18-21, 2023, in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and…

Across Europe we can observe the reinforcement of monolingual education policies, despite increasing multilingualism. Recent research has shown that the emphasis is on language proficiency in the socially dominant language. This is viewed as the key to educational success. The use of other languages or linguistic repertoires is not valued in…

Diversity--social, cultural, linguistic and ethnic--poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in…

The evaluation of bilingual education in the Basque Country has gone through different stages during the last 25 years. From 1983 onwards, language models of schooling A, B and D were developed, according to parental choice. Model A is not considered a bilingual education model, since L2 is taught as a subject only, while models B and D are…