0.2 Reading and math differences between hispanic students and  (Page 58/10)

Ncpea publications

Sumario en espanol

En este estudio, nosotros revisamos las tasas pasajeras en leer y en matemáticas en el examen estado-puesto bajo el mandato en Tejas durante los últimos 7 años para estudiantes y estudiantes hispanos con una etiqueta de programación de inglés Limitado Capaz (LEP). En cada caso, entrando las tasas leer y en matemáticas fueron estadísticamente apreciablemente más alto para estudiantes hispanos que para estudiantes con una etiqueta de LEP. Los vacíos del logro en leer y en matemáticas entre estos dos grupos de estudiante disminuyó sólo mínimamente sobre este período de 7 años, como tamaño de efecto fueron, con dos excepciones, grande. Las implicaciones de nuestras conclusiones son discutidas.

Introduction

Researchers (e.g., Allington&McGill-Franzen, 2003) have established that students who are limited in language proficiency have greater difficulty in reading achievement than students who are not Limited English Proficient (LEP). Ready and Tindall (2006) analyzed data from the Early Childhood Longitudinal Study, Kindergarten cohort of 1998-1999 (ECLS-K) to determine language status and children’s acquisition of information within a school setting. Students were separated into groups according to the following language criteria: non-language minority, language minority proficient, language minority, non-proficient Asian language minority proficient, and other language minority proficient (e.g., White, Black, Native American, and multi-racial) children whose first language was not English. Hispanic language minority proficient students entered kindergarten with an academic disadvantage, with a SD of 0.43 in comparison to non-language minority students and a disadvantage of 0.59 SD in math. Although Hispanic language minority proficient students narrowed the gap in first grade (0.31 SD ), the achievement gap remained. In math the achievement gap narrowed (0.37 SD ) during kindergarten, but stabilized in first grade (0.41 SD ). Ready and Tindall (2006) also examined socio-demographic background in relation to achievement. They concluded that Hispanic language minority proficient and language minority non-proficient students were the most economically disadvantaged of all kindergarten students. Language minority proficient students from Hispanic homes were nearly three times more likely to come from impoverished homes and five times more likely than native speakers to come from low socio-economic homes than other language minority proficient students.