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ERIC Number: ED391372
Record Type: RIE
Publication Date: 1995-Feb
Pages: 84
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Confronting Unalterable Variables: Non-English Language Background Students and Schooling Achievement.
Farrell, Donna M.; And Others
Two related studies of the relationship between non-English language background (NELB) and the academic achievement of high school seniors are reported. The first is a kindergarten reading follow-up study (n=3,959) examining the long-term effects on high school seniors of learning to read or not learning to read in kindergarten. Results of this study indicate clear and consistent support for reading instruction in kindergarten. The second study, the analysis reported here, investigated whether (1) these results would generalize to NELB students (n=496) within this population, and (2) NELB background is a necessary impediment to overall school achievement. Results of this study suggest that NELB students are not generally at a disadvantage in standard educational measures taken in high school after controlling for social class and family size. The positive effects of early reading instruction also generalize to NELB students. It is suggested that these findings challenge common assumptions about disadvantagement among bilingual children. Data from the study are appended. Contains 40 references. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Chicago, IL, February 21-24, 1995).