The early academic resilience of children from low-income, immigrant families

Feyter, Jessica De; Parada, Mayra D.; Hartman, Suzanne; Curby, Timothy W.; Winsler, Adam

doi:10.1016/j.ecresq.2020.01.001

Cited by 21 publications

(12 citation statements)

References 74 publications

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“…In support of this explanation, Carman et al (2018), whose sample demographics were very similar to those used here, found that ELL students scored 0.6 standard age scores higher than non-ELL students on the CogAT7. Another possible reason for ELL students being identified at a higher rate is immigrant advantage (Kao & Tienda, 1995), which is students who are born outside the United States or who have parents who are non-U.S. natives outperforming native-born students (DeFeyter et al, 2020). It is likely that many of the ELL students in this sample were first- or second-generation immigrants.…”

Section: Discussionmentioning

confidence: 99%

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

Ricciardi

Haag-Wolf

Winsler

2020

Gifted Child Quarterly

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We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.

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Section: Discussionmentioning

confidence: 99%

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

Ricciardi

Haag-Wolf

Winsler

2020

Gifted Child Quarterly

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“…In this study, retention was clearly established as the poorest possible choice that can be made for students who struggle to learn the expected material on the expected timeline. This information coupled with researchers (Clotfelter et al, 2009;DeFeyter et al, 2020;Locke & Sparks, 2019;Range et al, 2012) who have determined that gains do not last from retaining students should make it clear that retention is not a viable solution.…”

Section: Introductionmentioning

confidence: 93%

Differences in Reading by the Retention Status of English Learners: A Texas, Statewide Investigation

Hatfield

Slate

2021

JERP

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In this study, the degree to which Kindergarten retention was related to the reading performance of English Learners in Grade 3 was addressed. Through inferential statistical analyses of Texas statewide data, statistically significant differences were yielded between English Learners who had been retained in Kindergarten and their counterparts who had not been retained in Kindergarten. English Learners who had been retained in Kindergarten performed statistically significantly poorer on the Approaches Grade Level standard, the Meets Grade Level standard, and the Masters Grade Level standard on the Texas mandated assessment in Grade 3 than did English Learners who had not been retained. Clearly, retention in Kindergarten of these English Learners did not yield the intended outcomes. Implications and recommendations for future research are discussed.

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“…For example, Rodríguez et al [35] found that native students performed better in science and mathematics. However, De Feyter et al [36] revealed that children of immigrants showed better attendance, higher grades, and higher scores on standardized reading and math tests in comparison to their peers from native families. In addition to this variation, a paradox is noted in educational research around immigrant students, which states that despite apparent challenges immigrant students face during their transition to the U.S., they tend to do about as well or better than their native peers [37].…”

Section: Academic Achievement For Immigrant Studentsmentioning

confidence: 99%

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

Evans¹,

Coney²,

Musa³

2022

JMHSB

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One in four children in U.S. schools are part of an immigrant family, and we need to ensure that there are enough, and culturally sensitive services available to meet their needs and help them succeed educationally. Using a qualitative document analysis framework, the authors deductively coded more than 110 websites to assess the services available to immigrant students in a city in a Mid-Atlantic state of the United States. The results indicate that services included English as a second language services (n=33), tutoring (n=23), parent engagement activities (n=11), summer programs (n=11), college access programs (n=10), and orientation programs (n=9). Together the agencies and schools offer many programs that are reminiscent of collective impact models. We provide recommendations for future research and practice.

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The early academic resilience of children from low-income, immigrant families

Cited by 21 publications

References 74 publications

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

Differences in Reading by the Retention Status of English Learners: A Texas, Statewide Investigation

Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students

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