ERIC Number: ED234643
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
What Matters? The Relative Impact of Language Background and Socioeconomic Status on Reading Achievement.
So, Alvin Y.; Chan, Kenyon S.
The cause of the reading achievement gap between language minority students and non-language minority students was examined. Data from the "High School and Beyond" study, a national longitudinal study of 58,000 high school sophmores and seniors, were used. Through the application of regression analysis, it was found that both language background and socioeconomic status (SES) had a substantial and independent impact on reading achievement scores, but SES had more of an impact on Anglo students than on Hispanic students. When the reading gap was further analyzed using Duncan's (1969) statistical technique, it was found that only about half of the reading gap was accounted for by removing the effects of SES and ethnicity. This remaining gap had to be explained by language and other variables. It was concluded that efforts directed only at raising the socioeconomic status of language minority students would not provide an adequate solution to the problem of the reading achievement gap. (Author/RW)
Descriptors: Ethnicity, High School Students, Hispanic Americans, Longitudinal Studies, Minority Groups, National Surveys, Reading Achievement, Secondary Education, Socioeconomic Status
National Center for Bilingual Research, 4665 Lampson Ave., Los Alamitos, CA 90702.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Center for Bilingual Research, Los Alamitos, CA.