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ERIC Number: EJ1101163
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?
Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E.
Child Development, v87 n3 p883-897 May-Jun 2016
Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A