SREE 2017 Spring Conference
March 1-4, Washington, DC
"Kindergarten Language Status and Achievement Growth among Hispanics"
Author: Summer Wang
This study uses multilevel growth model to explore whether the learning trajectory (K-2nd grade) among Hispanic children differ across initial language status, and to what extent such differentials in learning growth might be attributable to family and schools. Preliminary results suggest that compared to monolingual-EP Hispanic children, bilingual-EP Hispanic students have statistically comparable growth rate in reading, but bilingual-LEP students have a learning growth that is around 0.002 SD lower per month. School environment, instead of family background, explains such a differential growth rate. Controlling for family background, bilingual-EP Hispanic children showed around 0.002 SD higher in math growth rate than their native English speaking peers. In science, bilingual-EP children displayed a learning rate (0.006 SD) higher than that of their native English speaking counterparts, and bilingual-LEP children showed a lower (0.003 SD) learning rate. After controlling for family background and school level covariates, bilingual-EP children still displayed a higher learning rate (0.007 SD) than that of their native English speaking counterparts, but bilingual-LEP children showed a learning rate that is not significantly different from that of their native English speaking counterparts.