Immigrant Student Performance in U.S. Secondary Schools

PRIME research built on earlier studies funded by the Andrew W. Mellon Foundation. The data likely contains performance metrics for immigrant and native-born students, including course enrollment, graduation rates, and dropout factors. It was authored by Jorge Ruiz-de-Velasco and sourced from paperswithcode.

Use Cases

• Analyze high school graduation likelihood based on immigrant status and arrival age mentioned in the description
• Model dropout risk factors based on English proficiency and years of missed schooling described in the text
• Compare college graduation rates between immigrant and native-born student groups referenced in the studies
• Identify disparities in advanced course enrollment for subpopulations like Central American and Mexican-origin students

Strengths

• Builds on a series of studies funded by a named foundation (Andrew W. Mellon Foundation)
• Description references specific performance dimensions like advanced math course enrollment and graduation rates
• Highlights distinct subpopulations and challenges, such as students with gaps in schooling

Limitations

• Column-level documentation is absent; field semantics must be inferred after download
• Row count is unknown, which may limit suitability assessment
• Data may reflect temporal or source bias inherent to the referenced studies and paperswithcode

Provenance

Source

Jorge Ruiz-de-Velasco via paperswithcode

Collection Method

Likely aggregated from earlier academic studies on immigrant education.

Time Range

Studies referenced include data from at least 1993, but overall temporal coverage is unspecified.

Freshness

Last update date is unknown; freshness unverified

Geography

Focus is on U.S. secondary schools.