ERIC Number: ED336969
Record Type: RIE
Publication Date: 1987
Comparison of Acculturation and Education Characteristics of Referred and Non-Referred Culturally and Linguistically Different Children.
A study investigated the presence of and interaction between educational and cultural/linguistic characteristics in 95 Hispanic limited-English-proficient elementary school students previously enrolled in bilingual and English-as-a-Second-Language (ESL) programs. Of this group, 51 had never been referred to special education and 44 had been referenced. The two groups of students were compared on 15 acculturation and education variables, including: school; sex; age; grade; years in a bilingual or ESL program; LAU category; English language proficiency; minority enrollment; years in the United States; acculturation; verbal intelligence quotient (IQ); nonverbal IQ; full scale IQ; reason for referral or problem behavior; and educational achievement. The results indicate that acculturation characteristics were significantly related to the referral and placement of these students in special education, and were also highly correlated to school achievement. The statistical results, the acculturation scale used, a summary of findings, and a 12-item bibliography are appended. (Author/MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Theory, Research and Applications: Selected Papers from the Annual Meeting of the National Association for Bilingual Education (16th, Denver, Colorado, March 30-April 3, 1987); see FL 019 511.