DOES BILINGUALISM IMPROVE ACADEMIC PERFORMANCE? ESTIMATING THE RELATIONSHIP BETWEEN FOREIGN LANGUAGES SPOKEN AT HOME AND STUDENT TEST SCORES
Yang Choy, Yessica
During the 2013-14 school year, nearly 10 percent of students in U.S. public elementary and secondary schools are English-learners. Limitation in the scope of previous research prevents researchers from understanding whether a non-English language spoken at home has an effect on student test scores. Using the Early Childhood Longitudinal Study, Kindergarten 1998-99, this study examines the role of bilingualism – when a non-English language is spoken at home – plays in students’ academic performance and their developmental trajectories in early school years. Ordinary Least Square results show that despite starting with lower math and the reading scores in kindergarten, bilingual students fully close the math gap by 1st grade and reading gap by 5th grade. However, home and community factors, school factors, and student characteristics explain more of these differences than bilingualism.
Showing items related by title, author, creator and subject.
Do Profits Incentivize Academic Performance? Estimating the Relationship Between Profit Status and Student Test Scores in Charter Schools Wood, Robert C (Georgetown University, 2013)Roughly one-quarter of all charter school students in the U.S. attend a school managed by a for-profit management organization. Limitations in the scope of previous research prevent researchers from understanding whether ...
Schwartz, Emily (Georgetown University, 2015)Children in the United States education system are struggling, with schools often failing to meet federally set standards and many students unable to perform at grade level. Obesity and other health problems among youth ...
The Relationship Between State-funded Preschool Programs and National Standardized Test Scores in Math and Reading in Fourth Grade Dieterle, Kevin Patrick (Georgetown University, 2012)While K-12 education is available universally across the United States, educational offerings for children prior to kindergarten entry are far more fragmented. States offer a wide variety of program structures: while some ...