School curriculum in Greece Due to mass immigration in Greece, we can assume that many immigrant students attend Greek school and, consequently, school 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 in this way there is a continuation of Hellenism (Zampeta, 2003). However, it has been observed that in many countries with monolingual education systems, immigrant students do not have equivalent academic performance and their native classmates perform better than them (Pisa, 2003). We can assume that education is an important factor of social cohesion, since many norms and values ​​are transmitted to students through education. It is obvious that if immigrants do not have the same opportunities in education this will have an effect on their integration, however, education systems in many countries continue to offer monolingual education and, as a result, most immigrant students has lower academic performance (Pisa, 2003). In Greece, where education is still based on a monolingual education system, it has been observed that 43.75% of Greek students have excellent academic performance in primary school while only 2.67% of immigrant students have the same performance scholastic (Sinanidou & Tzortzi, 2005). Furthermore, 11.5% of immigrant students have very low academic performance in primary school, while only 2.6% of Greek students have very low academic performance...... On the other hand, parents immigrants face various economic difficulties in Greece and, as a result, do not have many expectations about their children's education (Damanakis, 2005). Next, we are able to assume the importance of cultural capital and economic status and how these factors have an effect on academic performance, helping students in Pontic Greece have a better chance of succeeding in education. However, it is quite useful to mention the similarities, of Greece and other countries such as Germany, on immigration issues, and more specifically in the education of returnees and other immigrants, because this will help us answer our question whether Pontic Greek students are more likely to perform better academically than other immigrant students. The next section provides us with useful information on this issue.