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Author: Sankar Mukhopadhyay Publisher: ISBN: Category : Languages : en Pages : 48
Book Description
We provide new evidence about language assimilation and its effect on test scores using data from two rounds (conducted approximately six years apart) of the New Immigrants Survey (NIS). As part of the NIS interviews, U.S. born and foreign-born children of immigrants were asked to take Woodcock-Johnson achievement test. In both rounds, prior to the administration of tests, children of Hispanic origin were randomly assigned to take the tests either in Spanish or in English. Therefore, we can attribute the difference in scores to language proficiency and directly estimate the rate of assimilation. Our results suggest that in reading tests, U.S. born children of Hispanic immigrants perform better, when they are assigned to take the tests in English, and the advantage remains stable across two rounds of interviews.However, there is substantial heterogeneity. For example, U.S. born children at the top of score distribution perform better when they take tests in Spanish. Foreign-born children of Hispanic immigrants exhibit Spanish dominance during the first round, but it declines and in some cases completely disappears by the second round. We find that foreign-born children who immigrated to the U.S. after age six, exhibit Spanish dominance in reading tests in the first round. However, during the six years between interviews, Spanish dominance disappears among foreign-born children who immigrated between the ages of six and eight (in reading) and in all children (in math). Moreover, for children who still have Spanish dominance in reading, the score differences have narrowed.
Author: Sankar Mukhopadhyay Publisher: ISBN: Category : Languages : en Pages : 48
Book Description
We provide new evidence about language assimilation and its effect on test scores using data from two rounds (conducted approximately six years apart) of the New Immigrants Survey (NIS). As part of the NIS interviews, U.S. born and foreign-born children of immigrants were asked to take Woodcock-Johnson achievement test. In both rounds, prior to the administration of tests, children of Hispanic origin were randomly assigned to take the tests either in Spanish or in English. Therefore, we can attribute the difference in scores to language proficiency and directly estimate the rate of assimilation. Our results suggest that in reading tests, U.S. born children of Hispanic immigrants perform better, when they are assigned to take the tests in English, and the advantage remains stable across two rounds of interviews.However, there is substantial heterogeneity. For example, U.S. born children at the top of score distribution perform better when they take tests in Spanish. Foreign-born children of Hispanic immigrants exhibit Spanish dominance during the first round, but it declines and in some cases completely disappears by the second round. We find that foreign-born children who immigrated to the U.S. after age six, exhibit Spanish dominance in reading tests in the first round. However, during the six years between interviews, Spanish dominance disappears among foreign-born children who immigrated between the ages of six and eight (in reading) and in all children (in math). Moreover, for children who still have Spanish dominance in reading, the score differences have narrowed.
Author: National Research Council Publisher: National Academies Press ISBN: 0309065453 Category : Social Science Languages : en Pages : 673
Book Description
Immigrant children and youth are the fastest-growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. Children of Immigrants represents some of the very best and most extensive research efforts to date on the circumstances, health, and development of children in immigrant families and the delivery of health and social services to these children and their families. This book presents new, detailed analyses of more than a dozen existing datasets that constitute a large share of the national system for monitoring the health and well-being of the U.S. population. Prior to these new analyses, few of these datasets had been used to assess the circumstances of children in immigrant families. The analyses enormously expand the available knowledge about the physical and mental health status and risk behaviors, educational experiences and outcomes, and socioeconomic and demographic circumstances of first- and second-generation immigrant children, compared with children with U.S.-born parents.
Author: Committee on Appropriate Test Use Publisher: National Academies Press ISBN: 0309524954 Category : Education Languages : en Pages : 351
Book Description
Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used--and misused--in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should--and should not--use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.
Author: OECD Publisher: OECD Publishing ISBN: 9264851011 Category : Languages : en Pages : 414
Book Description
The 2019 edition of the International Migration Outlook analyses recent developments in migration movements and policies in OECD countries and some non-OECD economies. It also examines the evolution of labour market outcomes of immigrants in OECD countries.
Author: OECD Publisher: OECD Publishing ISBN: 9264301038 Category : Languages : en Pages : 204
Book Description
Previous OECD and EU work has shown that even native-born children with immigrant parents face persistent disadvantage in the education system, the school-to-work transition and the labour market. To which degree are these linked with their immigration background, i.e. with the issues faced by ...
Author: Rolf Becker Publisher: Edward Elgar Publishing ISBN: 1788110420 Category : Education Languages : en Pages : 640
Book Description
Presenting original contributions from the key experts in the field, the Research Handbook on the Sociology of Education explores the major theoretical, methodological, empirical and political challenges and pressing social questions facing education in current times.
Author: Terrence Wiley Publisher: Multilingual Matters ISBN: 1847693806 Category : Language Arts & Disciplines Languages : en Pages : 325
Book Description
The Education of Language Minority Immigrants in the United States draws from quantitative and qualitative research methodologies to inform educational policy and practice. It is based on cutting-edge research and policy analyses from a number of well-known experts on immigrant language minority education in the USA. The collection includes contributions on the acquisition of English, language shift, the maintenance of heritage languages, prospects for long-term educational achievement, how family background, economic status, and gender and identity influence academic adjustment and achievement, challenges for appropriate language testing and placement, and examples of advocacy action research. It concludes with a thoughtful commentary aimed at broadening our understanding of the need to provide quality immigrant language minority education within the context of globalization. This collection will be of value to students and researchers interested in promoting educational equity and achievement for immigrant language minority students.
Author: Angelicia S. Dunbar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 87
Book Description
"The racial-ethnic academic achievement gap is a long-standing phenomenon in the U.S. that has held the attention of scholars for decades. Research has found that accounting for factors such as SES reduces the initial gap but does not eliminate differences by race and ethnicity (Han & Palloni, 2009). Given the persistent achievement gap, researchers have placed greater emphasis on the importance of parent involvement in children's education for promoting academic achievement. Emerging literature suggests that lower levels of parent involvement found among racial-ethnic minority parents when compared to White parents (Lee & Bowen, 2006) may explain disparities in achievement, however, this hypothesis has rarely been tested directly. Moreover, less is known about these links among children in immigrant families, a growing segment of the U.S. population. Thus, the present study tested whether lower fifth grade achievement among children of Caribbean and Mexican immigrants as compared to children of European immigrants can be explained by their parents' lower levels of involvement in education in the third grade, net of demographic variables. Further, this study tests whether lower levels of parental resources among Caribbean and Mexican immigrant parents can account for their expected lower levels of parent involvement. The present study was conducted using the Early Childhood Longitudinal Study, Kindergarten cohort dataset (ECLS-K). The analysis sample included White European (n= 207), Black Caribbean (n= 45), Mexican (n= 562), and East Asian (n= 95) immigrant children (first and second generation) who began kindergarten in the U.S. in 1998-99. Results indicated that children of European immigrants scored significantly higher in reading and math than children of Caribbean and Hispanic immigrants. Children of European immigrants scored lower in math than children of East Asian immigrants, but did not differ from this group in reading. Consistent with hypotheses, varying levels of parent involvement among racial-ethnic immigrant parents partially accounted for racial-ethnic gaps in achievement. Further, racial-ethnic differences in parent involvement were partially accounted for by differences in parental resources to be involved. Implications for research and practice are discussed."--Abstract from author supplied metadata.
Author: Sankar Mukhopadhyay
Author: Sankar Mukhopadhyay
Author: 
Author: Flavia C. Peréa
Author: National Research Council
Author: Committee on Appropriate Test Use
Author: OECD
Author: OECD
Author: Rolf Becker
Author: Terrence Wiley
Author: Angelicia S. Dunbar