Concentration of California Hispanic Students in Schools with Low Achievement: A Research Note

Espinosa, Ruben; Ochoa, Alberto M.

doi:10.1086/444293

Cited by 20 publications

(6 citation statements)

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“…Thus, the children who have the greatest need for academically strong schools and educators often receive their education in schools that provide them with the least optimal conditions. Indeed, LEP students tend to attend academically low-performing schools (Espinosa & Ochoa, 1986), and children from Mexican immigrant families have been found to experience more disadvantaged school contexts (e.g., larger school size, lower teacher experience, and higher proportions of minority students and students in poverty) than their White, African American, Asian American, and other Latino peers (Crosnoe, 2005). …”

Section: Discussionmentioning

confidence: 99%

Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

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The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development.

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Section: Discussionmentioning

confidence: 99%

Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

View full text Add to dashboard Cite

show abstract

“…The effect of proportion Latino has received less attention. Two studies report a negative effect (Espinosa and Ochoa 1986;Jaeger 1987), but unlike the research on proportion black, these two studies of proportion Latino only report bivariate correlations between test scores and proportion Latino at the school district level. These correlations may be negatively biased because they do not account for other determinants of test scores, such as family differences in SES and parental education, which are believed to explain a large portion of the racial-ethnic gap in educational achievement.…”

Section: Estimated Effects Of Proportion Black and Proportion Latinomentioning

confidence: 99%

All Segregation is Not Equal: The Impact of Latino and Black School Composition

Goldsmith

2003

Sociological Perspectives

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Latinos are a large, highly segregated minority group achieving less than whites in school, but the extent to which segregation is responsible for their relatively low achievement is not well known. The effect of proportion Latino on educational achievement is often assumed to be identical to the effect of proportion black. I use the NELS to test this assumption. Results reveal that segregation concentrates disadvantages for Latinos and blacks, but surprisingly, proportion Latino tends to positively influence test scores over the high school years. Proportion black, in contrast, does not affect test scores except for a negative effect for blacks in science. Integration of Latinos with whites would reduce some of the inequalities between schools, it would not hurt and in some areas would help the test scores of whites, but it would hurt Latinos unless some of the helpful features of predominantly Latino schools could be copied.

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“…Finally, the less successful Latina/o readers did not know how to use knowledge of Spanish to enhance their comprehension of English text and vice versa. Some of these problems may be reflected within the general pop-ulation of Latina/o students in the low overall levels of academic achievement (Espinosa & Ochoa, 1986).…”

Section: Summary Of Findings: Opportunities and Obstaclesmentioning

confidence: 99%

The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles

Jiménez

García

Pearson

1996

Reading Research Quarterly

342

224

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S This research examines the strategic reading processes of 8 bilingual Latina/o children who were identified as successful English readers. For comparative purposes, two smaller samples were included—3 monolingual Anglo students who were successful English readers and 3 bilingual Latina/o students who were less successful English readers. The major objective of this study was to explore the question of how bilingualism and biliteracy affect metacognition. Data were gathered using both unprompted and prompted think alouds, interviews, a measure of prior knowledge, and passage recalls. Preliminary analysis resulted in the identification of 22 distinct strategies organized into three broad groups (text‐initiated, reader‐initiated, and interactive). Three of the strategies were considered unique to the successful Latina/o readers: (a) they actively transferred information across languages, (b) they translated from one language to another but most often from Spanish to English, and (c) they openly accessed cognate vocabulary when they read, especially in their less dominant language. In addition, the successful Latina/o readers frequently encountered unknown vocabulary items whether reading English or Spanish text, but they were able to draw upon an array of strategic processes to determine the meanings of these words. The less successful Latina/o readers used fewer strategies and were often less effective in resolving comprehension difficulties in either language. They also frequently identified unknown vocabulary, but they differed substantially from the successful Latina/o readers in their ability to construct plausible interpretations of text. Because the successful Anglo readers rarely encountered unknown vocabulary and because they could access well‐developed networks of relevant prior knowledge, they were able to devote substantial cognitive resources to the act of comprehension. These readers seldom indicated the need to overtly monitor their reading comprehension. The data suggest that Latina/o students who are successful English readers possess a qualitatively unique fund of strategic reading knowledge. Esta investigacion examina los procesos estratégicos de lectura de ocho niñas/os latinas/os que fueron identificadas como lectoras exitosas de inglés. Por razones comparativas, se incluyeron dos muestras más pequeñas ‐ tres estudiantes angloamericanas/os que eran lectoras exitosas y tres estudiantes latinas/os que eran lectoras menos exitosas de inglés. El principal objetivo de este estudio fue explorar la cuestión acerca de cómo el bilingüismo y la alfabetización en dos lenguas afectan la metacognición. Los datos se recogieron usando ejercicios de pensar en voz alta dirigidos y no dirigidos, entrevistas, una medida de conocimiento previo y relatos de fragmentos. El análisis preliminar resultó en la identificacion de 22 estrategias diferentes organizadas en tres grandes grupos (iniciadas por el texto, iniciadas por el lector e interactivas). Tres de estas estrategias fueron consideradas exclusivas de...

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Concentration of California Hispanic Students in Schools with Low Achievement: A Research Note

Cited by 20 publications

References 0 publications

Predictors and outcomes of early versus later English language proficiency among English language learners

Predictors and outcomes of early versus later English language proficiency among English language learners

All Segregation is Not Equal: The Impact of Latino and Black School Composition

The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles

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