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ERIC Number: ED518684
Record Type: Non-Journal
Publication Date: 2006-May
Pages: 73
Abstractor: ERIC
Reference Count: 37
Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement. CSE Technical Report 679
Paret, Marcel
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August & Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to race-ethnicity, socioeconomic status (SES), and immigrant status. In turn these complicating factors are associated with a variety of structural and cultural mechanisms that facilitate differences in academic achievement. In order to fully understand patterns of academic achievement among language-minority students, one must be able to disentangle the interacting and overlapping influences related to race-ethnicity, social class, and immigration. This report aims to fill the gap in the literature by disentangling the relationships between language-minority status, race-ethnicity, SES, immigrant status, and academic achievement. In addition, it investigates the role of one specific mechanism that may be underlying differences in academic achievement: student academic engagement. Focusing on the early academic experiences of language-minority students, the report uses data based on a nationally representative sample of students who were enrolled in a public or private kindergarten program in the 1998-99 school year. Appended are: (1) Methodology and Technical Notes; and (2) Tables. (Contains 20 tables, 1 figure, and 18 footnotes.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing; University of California, Los Angeles, Center for the Study of Evaluation
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey