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ERIC Number: ED456131
Record Type: RIE
Publication Date: 2001-Apr
Pages: 31
Abstractor: N/A
Differential Predictors of Mathematics and Reading Achievement: What May Be Learned from Immigrant Adolescents' Adaptation to School.
Portes, Pedro R.; Zady, Madelon F.
This study focused on potential overall differences in predicting mathematics and reading achievement among various immigrant groups. The dataset for the study, the sample from the Second Generation Project in Miami, Florida, and San Diego, California, was composed of 5,267 second-generation immigrants in grades 8 and 9. The results from two different regression analyses suggest some differences among the psycho-cultural and ethno-cultural group predictors for reading and mathematics that are of both statistical and practical significance. Although there were some similarities, the predictors of reading achievement tended to be more affective in general when compared to those for mathematics achievement. With respect to ethno-cultural group differences, the results suggest that group differences are also significant and follow a similar pattern for both content areas. However, more importantly, these differences are dependent, to a large extent, on both psycho-cultural and demographic variables. (Contains 3 tables and 44 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Research supported by Andrew W. Mellon, National Science, Russell Sage, and Spencer Foundations.