Using Cultural Assets to Enhance Assessment of Latino Students

Aganza, Joaquin S.; Godinez, Armando; Smith, Deidra; Gonzalez, Liliana G.; Robinson-Zañartu, Carol

doi:10.1007/s40688-014-0041-7

Cited by 15 publications

(6 citation statements)

References 21 publications

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“…56, 216). This finding is consistent with the results of Aganza et al (2014), who demonstrated improved relationships between home and school and the potential for greater collaboration between these settings as an outcome of their ecological assessment approach (Section 2.14.2). Similarly, outlined the significant indirect effects of parental involvement and culturally responsive teaching on students' sense of belonging and academic performance.…”

Section: Strengthening Relationshipssupporting

confidence: 88%

“…Working together as a team provided insight into strengths and needs and the home and school environment in each of the case studies, consistent with findings presented in and the stipulations for professional assessment outlined by Circular 0013/2017(DES, 2017b, p. 14), to provide understanding of student needs and the nature of difficulties. Relevant to Proposition 3, strengthening relationships was interpreted as an outcome of engagement in team assessment in each of the case studies and may have contributed to perceived competence in supporting the child's needs moving forward, consistent with findings presented in the literature review(Aganza et al, 2014;.…”

supporting

confidence: 78%

“…Results indicated that family values and classroom characteristics were positively related to within-person levels of interest over time and to average individual levels of interest, suggesting the impact of home and school factors on student motivation . Similarly, Aganza, Godinez, Smith, Gonzalez, and Robinson-Zañartu (2014) applied an EST approach to demonstrate how abilities of Latino students acquired at home could be reframed and applied to academic and behavioural challenges encountered in school. By bridging concepts and practices familiar to students and their parents into the school, positive outcomes were gained including improved relationships, communication and the potential for greater collaboration.…”

Section: Ecological Systems Theory In Educational Psychological Practicementioning

confidence: 99%

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An exploration of the assessment for intervention model in an Irish educational psychological context

Slattery¹,

Egan²,

Brophy³

2021

Educational Psychology in Practice

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AimsThe current research sought to explore the utility of the Assessment for Intervention (AFI) model in bridging the gap between assessment and intervention, through the conceptual lens of Ecological Systems Theory (EST) and Social Constructivist Theory (SCT). AFI is a five-stage assessment model that aims to provide recommendations that are both useful and evidence-based .Method An exploratory 'two case' case study was employed to answer the research question: 'Can the Assessment for Intervention model bridge the gap between assessment and intervention, through activity and interaction at the meso and microsystem levels?' The AFI framework was applied to two case referrals made to a school psychological service in Ireland. Case 1 included a student in 4 th class, his mother, class teacher and Special Education Teacher (SET) (n=4). Case 2 comprised of a student in 6 th class, her mother and class teacher (n=3). A pilot study was conducted to inform the research design and a case study protocol guided data collection and analysis of findings (n=3). Participants rated Likert statements exploring case propositions, before and after application of the AFI model. Semi-structured interviews were also conducted to answer the research question and to address case propositions. AFI templates served as a researcher diary and were recorded before, during and after application of the model. ResultsThematic analysis and pattern-matching were employed to analyse the interview data. Changes in ratings on Likert statements were presented in tabular format and excerpts from the researcher diary were included in the discussion of findings. All data were analysed within the conceptual framework detailed. Results suggest some interesting implications for policy and practice, particularly for those in educational psychology. ConclusionsThe findings suggest the AFI model, grounded in EST and SCT, can address the gap between assessment and intervention, discussed in the literature.United States (Missouri, Illinois, and Iowa) School psychology practitioners Reason for referral not described.Children in Elementary, Middle School and High School (ages 4-18 approx.

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Section: Strengthening Relationshipssupporting

confidence: 88%

supporting

confidence: 78%

Section: Ecological Systems Theory In Educational Psychological Practicementioning

confidence: 99%

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An exploration of the assessment for intervention model in an Irish educational psychological context

Slattery¹,

Egan²,

Brophy³

2021

Educational Psychology in Practice

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“…Researchers have expressed valid concerns about the assessments used to identify students who are ELs with LDs (Abedi, 2006;Ortiz, 2019). Addressing these concerns by deliberately choosing and interpreting assessments carefully (e.g., assessing students in both their home language and in English), and including an overview of students' cultural assets (i.e., information from The Cultural Assets Identifier; Aganza et al, 2015) would allow students who are ELs to be holistically assessed for special education in early grades. Further, addressing the shortage of school psychologists who are specifically trained as bilingual school psychologists should be a priority (see Harris et al, 2020).…”

Section: Implications For School Psychologistsmentioning

confidence: 99%

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

Rhinehart

Bailey

Haager

2022

Contemp School Psychol

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Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students’ state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.

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“…Collectivist values like familismo are also incongruent as teachers, regardless of ethnicity, tend to endorse more individualistic values (Aganza, Godinez, Smith, Gonzalez, & Robinson-Zañartu, 2015;Greenfield & Quiroz, 2013). Moreover, teachers perceive Latino values to be misaligned with academic goals (Aganza et al, 2015). Theoretically, these misalignments shape the experiences of non-White students and their families in the education setting (Ogbu & Simons, 1998).…”

mentioning

confidence: 99%

The Mediating Role of Home–School Dissonance in Linking Maternal Discrimination to Latin American‐Origin Adolescent Academic Performance

Partovi

Calzada

Roche

et al. 2022

J of Research on Adolesc

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Latin American-origin parents play an important role in supporting the formal education of their youth, but cultural, linguistic, and systemic barriers make parent involvement difficult. The aim of the present study was to examine how Latina mothers' experiences with discrimination were associated with short-term changes in their adolescent children's academic performance, directly and indirectly through mothers' appraisal of home-school dissonance. Data were drawn from an ongoing longitudinal study of 547 mother-youth dyads in suburban Atlanta. Results showed a significant indirect relationship between mothers' experiences of discrimination and declines in adolescents' grade point average by way of increased home-school dissonance. Thus, Latina mothers' discriminatory experiences may have spillover effects on adolescent academic achievement through increasing proximal barriers to parent involvement.

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Using Cultural Assets to Enhance Assessment of Latino Students

Cited by 15 publications

References 21 publications

An exploration of the assessment for intervention model in an Irish educational psychological context

An exploration of the assessment for intervention model in an Irish educational psychological context

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

The Mediating Role of Home–School Dissonance in Linking Maternal Discrimination to Latin American‐Origin Adolescent Academic Performance

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