| Abstract: | The impact of determinants from the individual, school and school environment level with regard to educational performance of pupils from various ethnic origins in the Netherlands is examined in this article. From rational choice and empowerment theory crucial variables were deduced. By means of multilevel modelling school effects in secondary education on performances in mathematics and linguistics were established. Results indicate the importance of a school policy orientated towards improving achievements of minority subgroups. A more general approach, based on the notion of shared circumstances of pupils from ethnic minority and low socio‐economic background families, did not generate positive results. |
