LANGUAGE FACTORS AND HISPANIC FRESHMEN'S STUDENT PROFILE

Abstract

ABSTRACT This study investigated the role of language factors as potential determinants of Hispanics' educational progress. Hispanic as well as non‐Hispanic educators have argued that if we knew more about Hispanics' language background and language skills, we might improve the assessment of their cognitive and academic skills. More specifically, the purpose of this study was to investigate the relationship of language background factors to measures of college aptitude as measured by the Scholastic Aptitude Test (SAT) and other College Board Admissions Testing Program achievement and placement tests. Language background factors that were studied included amount of exposure to both Spanish and English, frequency of use of the two languages, and proficiency in each language. The students surveyed were freshmen in the fall of 1982 who were attending a sample of four‐year institutions that were participating in the College Board's Summary Reporting Service. The data analyzed included test scores, responses to the Student Descriptive Questionnaire (SDQ), and a special questionnaire supplement that included 36 items dealing with language background and language proficiency questions. The major questions that were addressed by this study were: (1) How did Hispanic freshmen vary with respect to their perceptions of language use and proficiency? (2) What were the relationships between their self‐perceptions of their language skills and their test scores? (3) Were there specific language survey questions that would add to the utility of the SDQ in predicting SAT scores? The principal findings of the study indicated that a large number of non‐SDQ language questions were more highly related to SAT and TSWE test performance than was the existing SDQ question 38 (Is English your best language?). Language survey items probing preferences for using Spanish versus English and freshmen's self‐ratings of English language proficiency seemed to be the most outstanding predictors of SAT‐verbal scores as well as TSWE scores. Many of the language survey questions improved the prediction of the SAT scores by 10 percent or more when used in combination with the SDQ question 38. In addition, the importance of language survey questions as predictors of SAT‐verbal scores varied by Spanish language group, with language survey items being most important for Puerto Ricans.

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