Improving education achievement in Luxembourg is a priority for strengthening productivity growth and enhancing residents. employment prospects in the private sector, where employers mainly hire cross-border workers. Student achievement in Luxembourg is below the OECD average according to the 2003 OECD PISA study, with the performance gap between immigrant and native students being above average. A factor that makes learning more difficult in Luxembourg than in other countries is the use of three languages of instruction (Lëtzebuergesch, German and French). New empirical evidence presented in this paper based on the PISA tests suggests that the reforms over the past decade or so to attenuate these difficulties have had considerable success: the adverse impact of immigrant status on PISA test scores is around the OECD average. The fact that the performance gap between immigrant and native students is nevertheless greater than average reflects other factors, notably the relatively large difference in socio-economic background between immigrant and native students. The paper also discusses further reforms that are underway or planned to improve achievement of immigrant students. Another feature of Luxembourg.s education system is that it is highly stratified, with children being sorted into a large number of parallel tracks at an early stage and there being a high rate of grade repetition. International evidence suggests that stratification increases the impact of socio-economic background on student achievement. Reforms to reduce stratification are discussed in the remainder of the paper, together with reforms to enhance achievement more generally by improving teaching skills and basing school programmes on key competences. This paper relates to the 2006 Economic Survey of Luxembourg (www.oecd.org/eco/surveys/luxembourg).
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