【正文】 nsable to facilitating integration. As noted earlier, the distribution of immigrant students in Dutch schools is uneven, concentrated in particular schools within certain munities, and heavily concentrated in schools in four urban areas (Amsterdam, The Hague, Rotterdam, and Utrecht). This pattern of concentration and segregation mirrors to a certain extent the patterns of residential concentration and segregation. Therefore, since 2020, school boards, municipalities and childcare providers are legally required to consult each other in order to achieve a “more balanced distribution of students across schools”. Schools under public authority (. municipalities) are legally required to accept all students, if there are places available, and to encourage Some municipalities have gone further in encouraging schools to set limits on the percentage of ethnic minority students. Building knowledge of effective measures to tackle segregation and concentration in schools Another facet of public policy to reduce segregation in education is the National Knowledge Centre on Mixed Schools (Kenniscentrum Gemengde Scholen) supported by the Ministry of Education, Culture and Science. The mission of the Centre is to disseminate knowledge on initiatives to promote quality education in mixed schools and to push for action by identifying and taking stock of local interventions (often involving parents) that reduce segregation (see Herweijer 2020a, p. 92). There are a number of other measures, some local, that aim to foster integration. The OECD review team was informed by the Municipality of Rotterdam that it offers a bus tour of potential schools for parents when choosing their child?s school. This is judged to be an effective way to open parents? minds to consider choosing their local school as parents meet and make pacts with each other during the tour. The government of the Netherlands as well as local authorities have take n steps to realise more mixed primary schools, while preserving choice and autonomy. There are projects to facilitate moments of interaction between immigrant students and native Dutch students. In order to better determine what measures actually work, experiments are being conducted in eleven municipalities. These experiments examine the effectiveness of various measures, such as the central registering of students to achieve a better mix of students with various backgrounds (. in Nijmegen). Challenges Ensuring access to high quality primary education for immigrant students There are substantial and persistent differences between nonWestern immigrant students and their native peers in the Netherlands with regard to how they perform in education and the educational pathways they follow (Chapter 1). Given the selection at age 12 into different school types, access to high quality primary education is of key importance for nonWestern immigrant students. The OECD review team was not able to obtain schoolspecific performance data that would make it possible to link paratively weak immigrant education performance to their enrolment in weak schools. There is no clear evidence that concentration per se has a negative impact on education performance (van Ewijk and Sleegers, 2020). However, there is a relatively high degree of concentration of immigrants in some cities where there are concerns with school quality. Overall, more than one in ten Dutch schools are found to be underperforming. Though there are few “very weak” schools (in 2020/2020 only % of primary schools, and % of secondary schools were in this category) there were large numbers of underperforming schools in cities with high concentrations of immigrant students. In 2020, % of primary schools in the four largest cities (Amsterdam, The Hag