More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time

This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data

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Bibliographic Details
Main Author: Broomes, Orlena
Format: Article biblioteca
Language:English
Published: Mary Lou Fulton Teachers College Arizona State University 2013-05-20
Subjects:Immigration, Primary school students, Academic achievement, Standardized tests, Home language, Canada,
Online Access:http://hdl.handle.net/2139/15288
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spelling oai:oai:uwispace.sta.uwi.edu:2139:2139-152882013-05-23T01:08:23Z More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time Broomes, Orlena Immigration Primary school students Academic achievement Standardized tests Home language Canada This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data 2013-05-22T16:08:33Z 2013-05-22T16:08:33Z 2013-05-20 Article Broomes, O. (2013). More than a new country: Effects of immigration, home language, and school mobility on elementary students’ academic achievement over time. Education Policy Analysis Archives, 21(48). Retrieved from http://epaa.asu.edu/ojs/article/view/884 ISSN 1068-2341 http://hdl.handle.net/2139/15288 en application/pdf Mary Lou Fulton Teachers College Arizona State University
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topic Immigration
Primary school students
Academic achievement
Standardized tests
Home language
Canada
Immigration
Primary school students
Academic achievement
Standardized tests
Home language
Canada
spellingShingle Immigration
Primary school students
Academic achievement
Standardized tests
Home language
Canada
Immigration
Primary school students
Academic achievement
Standardized tests
Home language
Canada
Broomes, Orlena
More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
description This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing, and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict whether students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data
format Article
topic_facet Immigration
Primary school students
Academic achievement
Standardized tests
Home language
Canada
author Broomes, Orlena
author_facet Broomes, Orlena
author_sort Broomes, Orlena
title More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
title_short More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
title_full More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
title_fullStr More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
title_full_unstemmed More than a new country: Effects of immigration, home language, and school mobility on elementary students' academic achievement over time
title_sort more than a new country: effects of immigration, home language, and school mobility on elementary students' academic achievement over time
publisher Mary Lou Fulton Teachers College Arizona State University
publishDate 2013-05-20
url http://hdl.handle.net/2139/15288
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