Effectiveness of schools with a mixed immigrant-native student body

Nine junior high and 29 elementary schools with significant numbers of students who recently immigrated to Israel from the former Soviet Union were investigated to determine the characteristics of schools that effectively facilitate the social integration of immigrant children. Immigrant and native students and their teachers responded to a series of questionnaires, and interviews were conducted with school principals. Results indicated that, based on student responses, effective and ineffective schools for immigrant students could be clearly distinguished. However, most traditional indicators of school effectiveness did not differ in the two types of schools. We found that the characteristics of effective schools for immigrant children were: the elementary (grades 1-8) rather than junior high (grades 7-9) structure; immediate rather than delayed integration in the homeroom; and the appointment of an appropriate school official responsible for the welfare of immigrant students. The importance of contextual factors in the study of schooling for immigrant children is discussed.