similarly in austria and germany linguistic barriers to social wellbeing were greatest among firstgeneration immigrant students immigrantnative differences in socioeconomic background explain almost one fourth of the observed gaps in academic performance compared to one fifth in the oecd area after accounting for students socioeconomic status the immigrantnative gap in the percentage of students attaining baseline academic proficiency between native and immigrant students dropped from to pexcentage points on average across oecd countries this percentage decreased from to percentage points