What Matters? The Relative Impact of Language Background And Socioeconomic Status on Reading Achievement

So, Alvin Y.; Chan, Kenyon S.

doi:10.1080/08855072.1984.10668472

Cited by 5 publications

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“…From the 1980s to the early 2000s, many researchers again confirmed the influence of SES on student achievement (e.g., Caldas, 1993;Eagle, 1989;Sirin, 2005;So & Chan, 1984;Walker, Greenwood, Hart, & Carta, 1994). Some updated our understanding of the SES-achievement relationship with multilevel models (e.g., Caldas & Bankston, 1999) while others (Felner et al, 1995;Reyes & Stanic, 1988) explored the indirect relationship between SES and student achievement.…”

Section: Origin Of the Ses-based Achievement Gapmentioning

confidence: 99%

“…Although Bronfenbrenner's microsystem was originally developed to conceptualize child development, many researchers (e.g., Becker & Luthar, 2002;Bowen & Bowen, 1998;Comer & Haynes, 1991;Dotterer & Lowe, 2011;Strayhorn, 2010) applied it to understand student achievement. It posits a holistic view of student achievement by embracing a set of factors that were shown to be significant in many existing studies (e.g., Caldas & Bankston, 1999;Chudgar & Luschei 2009;Coleman et al, 1966;Konstantopoulos & Borman, 2011;Sirin, 2005;So & Chan, 1984).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Despite decades of educational reforms, the socioeconomic status (SES)-based achievement gap persists in the United States (Lee, 2006;Lee & Wong, 2004). Studies conducted over the past 50 years provided overwhelming evidence to establish the constraint that SES imposes on student achievement (e.g., Berliner, 2013;Caldas & Bankston, 1999;Caro, McDonald, & Willms, 2009;Chudgar & Luschei 2009;Coleman, Campbell, Hobson, McPartland, Mood, Weinfield, & York, 1966;Heyneman & Loxley, 1983;Huang & Sebastian, 2015;Jimerson, Egeland, & Teo, 1999;Konstantopoulos & Borman, 2011;Lee & Bowen, 2006;OECD, 2013aOECD, , 2013bReardon, 2011;Sirin, 2005;So & Chan, 1984;Stanfiel, 1973). According to this large body of research, students from low-SES backgrounds show lower achievement due to various barriers such as lack of economic resources (e.g., Chiu, 2007;Parcel & Dufur, 2001), low parental involvement (e.g., Barnard, 2004;DePlanty, Coulter-Kern, & Duchane, 2007), and limited access to high quality educational opportunities (e.g., Baker, Goesling, & LeTendre, 2002), for example, highly qualified teachers (Akiba, LeTendre, & Scribner, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Huang

2015

EPAA

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Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their learning time and persistence. I used both ANOVA and two-level hierarchical linear models (HLM) to analyze the Program for International Student Assessment (PISA) United States data. The findings suggested that students viewing themselves to be persistent were likely to perform better than those viewing themselves to be less persistent. Also increased time learning in school was associated with increased achievement. However, high-SES students generally spent more time learning in school and viewed themselves to be more persistent. Thus learning time and persistence were not likely to address the SES constraint on achievement for a majority of low-SES students unless schools provided them extra classes and learning opportunities.

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Section: Origin Of the Ses-based Achievement Gapmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Huang

2015

EPAA

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“…However, the strength of this association appears greater for Euro-Americans than for Hispanics (So & Chan, 1982). The presence of linguistic and other cultural variables in the backgrounds of Hispanics probably accounts for a portion of the achievement variance that would otherwise be taken up by socioeconomic status.…”

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confidence: 95%

Sociocultural Correlates of Achievement Among Three Generations of Mexican American High School Seniors

Buriel

Cardoza

1988

American Educational Research Journal

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The present investigation examines the relationship of Spanish language background to achievement among first-, second-, and third-generation Mexican American high school seniors. The effects of students' and mothers' aspirations were also examined. The data used in this study were from the first phase of the High School and Beyond (Jones et al., 1982) study. Achievement measures included standardized tests of math, reading, and English vocabulary. Four Spanish language variables were also included. These were as follows: mother tongue, home language, oral proficiency in Spanish, and Spanish literacy. Socioeconomic background variables included both father's and mother's education and family income. Consistent with previous research, students' aspirations showed the strongest positive relationship to achievement for all generational groups. Although Spanish language background showed practically no relationship to achievement for first-and second-generation students, the linguistic variables showed mixed effects for third-generation students. In general, Spanish language effects on achievement were minimal, thus arguing against the position that Spanish impedes the academic achievement of Hispanic students.

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“…Joaquin’s case illustrates that policies that promote the development of socioemotional skills can be in tension with discipline policies that address severe misconduct. On one hand, because socioemotional skills are important for school and life success (e.g., Belfield et al, 2015; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Durlak, Weissberg, & Pachan, 2010; Hawkins, Kosterman, Catalano, Hill, & Abbott, 2008; Heckman, 2008; Heckman & Rubinstein, 2001; Heckman, Stixrud, & Urzua, 2006), policies that promote these skills are especially important for low-income students who often exhibit underdeveloped skills and lower student outcomes (e.g., Caldas, 1993; Eagle, 1989; Lambert, 1970; Murnane, 2007; So & Chan, 1984; Walker, Greenwood, Hart, & Carta, 1994). On the other hand, leaders want to hold students accountable.…”

Section: Teaching Notesmentioning

confidence: 99%

Leadership Challenges: Handling Sexual Assault on Campus and Promoting Socioemotional Learning

Muñiz

2019

Journal of Cases in Educational Leadership

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Joaquin, a 15-year-old Latino high school student, was arrested and removed from the Upward Bound (UB) program following a student-on-student sexual assault allegation. UB adopted a student-centered discipline approach that promoted socioemotional learning opportunities. However, the staff was regulated by complex state and federal policies and had not experienced severe student misconduct claims prior to 2018. This case illustrates how educational leaders grappled with disciplinary issues in a compensatory program with a strong pro-socioemotional learning policy. The case examines the legal, regulatory compliance, and policy issues that arise for leaders in upholding their commitment to socioemotional learning, while holding students accountable.

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What Matters? The Relative Impact of Language Background And Socioeconomic Status on Reading Achievement

Cited by 5 publications

References 0 publications

Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?

Sociocultural Correlates of Achievement Among Three Generations of Mexican American High School Seniors

Leadership Challenges: Handling Sexual Assault on Campus and Promoting Socioemotional Learning

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