Similarly in Austria and Germany, linguistic barriers to social wellbeing were greatest among first-generation immigrant students. Immigrant-native differences in socio-economic background explain almost one fourth of the observed gaps in academic performance (compared to one fifth in the OECD area). After accounting for students’ socio-economic status, the immigrant-native gap in the percentage of students attaining baseline academic proficiency between native and immigrant students dropped from 27 to 20 pexcentage points. On average across OECD countries this percentage decreased from 18 to 14 percentage points.