State Implementation of Language Acquisition Policies and Reading Achievement among Hispanic Students

Autor/inn/en	Lopez, Francesca; McEneaney, Elizabeth
Titel	State Implementation of Language Acquisition Policies and Reading Achievement among Hispanic Students
Quelle	In: Educational Policy, 26 (2012) 3, S.418-464 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904811417581
Schlagwörter	Achievement Gap; Reading Achievement; National Competency Tests; Grade 4; English (Second Language); Second Language Learning; English Language Learners; Elementary School Students; Institutional Characteristics; Professional Development; Bilingualism; Federal Aid; Educational Finance; Immersion Programs; Hispanic American Students; Educational Policy; State Standards; Statewide Planning; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Bildungsfonds; Immersionsprogramm; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Planwirtschaft
Abstract	National Assessment of Educational Progress data were analyzed to assess differences in reading achievement for Hispanic fourth graders across states with varying policies on language acquisition, controlling for student and school characteristics. Results indicated that (a) both Hispanic English language learner (ELL) and non-ELL students in states with stronger bilingual emphasis and more Title III funding have significantly higher reading achievement, (b) more preservice training on ELL issues and more professional development for working with diverse students had a significant effect on reading achievement among non-ELL Hispanics only, and (c) additional time to institutionalize immersion approaches did not narrow the reading achievement gap. (Contains 6 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10