ERIC Number: EJ1185393
Record Type: Journal
Publication Date: 2018-Aug
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
The Academic Adaptation of Immigrant Students with Interrupted Schooling
Potochnick, Stephanie
American Educational Research Journal, v55 n4 p859-892 Aug 2018
This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.
Descriptors: Student Adjustment, Immigrants, Institutional Characteristics, Academic Achievement, Educational Background, Reentry Students, Longitudinal Studies, High School Students, Grade 10, Multivariate Analysis, Comparative Analysis, Achievement Gap, Family Characteristics, National Surveys, Outcomes of Education, English (Second Language), Second Language Learning, Regression (Statistics), Outcome Measures
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A