School curriculum in GreeceDue to the massive immigration to Greece, we can assume that many immigrant students attend Greek school and therefore the classrooms are not characterized by homogeneity (Kurdi & Papadopoulos, 2003). However, the Greek education system is still monocultural and monolingual and does not promote bilingual education although there are students from different countries with different language and culture (Katsikas & Politou, 2005). The Greek school continues to be monolingual because it is believed that with this there is a continuation of Hellenism (Zampeta, 2003). However, it has been observed that in many countries with a monolingual education system, immigrant students do not perform equally well in school and their native classmates perform better than them (Pisa, 2003). We can assume that education is an important factor of social cohesion, because several norms and values ​​are transmitted through education to students. It is obvious that if immigrants do not have the same educational opportunities, this will have an effect on their integration. education systems in many countries continue to offer monolingual education and, as a result, the majority of immigrant students have low academic achievement (Pisa, 2003). In Greece, where teaching is still based on a monolingual education system, it has been observed that 43.75% of Greek students have excellent academic results in primary school while only 2.67% of immigrant students have the same academic results (Sinanidou & Tzortzi, 2005). In addition, the 11.5% of immigrant students have a very low academic result in primary school while only the 2.6% of Greek students have a very low academic result...... middle of paper ......other On the other hand, immigrant parents face several economic difficulties in Greece and, therefore, do not have many expectations regarding the education of their children (Damanakis, 2005). After this, we are able to assume the importance of cultural capital and economic status and how these factors have an effect on educational attainment, helping Pontic Greek students have a greater chance of succeeding in their studies. However, it is very useful to mention the similarities, of Greece and other countries like Germany, on immigration issues, and more particularly in the education of returnees and other immigrants, as this will help us to answer our question of whether Pontic Greek students are more likely to have better academic results than other immigrant students. The following section provides us with useful information about this problem.