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Language Background and Early Academic Achievement High quality books

Language Background and Early Academic Achievement
By:Marcel Paret
Published on 2006 by

Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August & Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to race-ethnicity, socioeconomic status (SES), and immigrant status. In turn these complicating factors are associated with a variety of structural and cultural mechanisms that facilitate differences in academic achievement. In order to fully understand patterns of academic achievement among language-minority students, one must be able to disentangle the interacting and overlapping influences related to race-ethnicity, social class, and immigration. This report aims to fill the gap in the literature by disentangling the relationships between language-minority status, race-ethnicity, SES, immigrant status, and academic achievement. In addition, it investigates the role of one specific mechanism that may be underlying differences in academic achievement: student academic engagement. Focusing on the early academic experiences of language-minority students, the report uses data based on a nationally representative sample of students who were enrolled in a public or private kindergarten program in the 1998-99 school year. Appended are: (1) Methodology and Technical Notes; and (2) Tables. (Contains 20 tables, 1 figure, and 18 footnotes.).

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