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

Francesca López · Elizabeth H. McEneaney

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Multilingual Education and Policy Reading and Literacy Development Second Language Learning and Teaching

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.

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2017The Content Analysis Guidebook 1995Stereotype threat and the intellectual test performance of African Americans.2012Applications of Item Response Theory To Practical Testing Problems 1989Second Language Acquisition and Second Language Learning 2008National Center for Education Statistics 2007Answering the Call for a Standard Reliability Measure for Coding Data 2012The Truly Disadvantaged 2004Handbook of research on multicultural education

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