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This article investigates the impact of immigrant generation on students performance in college calculus courses and examines the extent to which the observed patterns corroborate or contradict various assimilation theories. It goes beyond past studies of the relationship between immigrant generation and mathematics achievement that focused primarily on middle and high school students and typically excluded foreign students. Our principal finding is that foreign students and the 1.25 generation earned the highest grades, on average, even after controlling for race/ethnicity and socioeconomic status. Our findings provide partial support for the immigrant advantage theory. [ABSTRACT FROM AUTHOR]
