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In this Canadian, population-based study, we wanted to identify the varying academic achievement trajectories that immigrant and refugee children followed from childhood to adolescence (e.g., thriving, catching up, or falling behind) and whether these differences could be predicted at school entry, based upon select social/migration factors and teacherassessed literacy, numeracy, and social-emotional competencies in kindergarten.

Thriving, catching up or falling behind: Immigrant and refugee children’s kindergarten competencies and later academic achievement