The Academic Adaptation of Immigrant Students with Interrupted Schooling

Autor/in	Potochnick, Stephanie
Titel	The Academic Adaptation of Immigrant Students with Interrupted Schooling
Quelle	In: American Educational Research Journal, 55 (2018) 4, S.859-892 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218761026
Schlagwörter	Student Adjustment; Immigrants; Institutional Characteristics; Academic Achievement; Educational Background; Reentry Students; Longitudinal Studies; High School Students; Grade 10; Multivariate Analysis; Comparative Analysis; Achievement Gap; Family Characteristics; National Surveys; Outcomes of Education; English (Second Language); Second Language Learning; Regression (Statistics); Outcome Measures + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Immigrant; Immigrantin; Immigranten; Schulleistung; Vorbildung; Zweiter Bildungsweg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Oberschule; Multivariate Analyse; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Regression; Regressionsanalyse
Abstract	This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01