| Claudia Galindo
Pennsylvania State University
Hispanic immigrants' learning trajectories: The role of English ability, parental involvement, and language support programs in the first years of schooling
The proposed study uses the ECLS-K database to examine Hispanic kindergarten and first grade students' math and reading learning trajectories in relation to key policy-relevant family and school factors. Specifically, this study analyzes differences in average learning trajectories among Hispanics of different generations, between Mexican-origin Hispanics and other Hispanics, and between Hispanic groups and native non-Hispanic Whites and Blacks. In addition, it analyzes the interrelation of students' and their families' English ability, parental involvement, and school practices intended to support Spanish-speaking students' learning as main explanatory variables. A piecewise linear growth model is used to estimate learning growth during kindergarten, in the summer between kindergarten and first grade, and in first grade. Hierarchical Linear Modeling is used to analyze three level models - assessments nested within students, students nested within classes or schools. The proposed study has important policy implications. First, this study increases our understanding of Hispanics' educational outcomes taking into account their diversity in generational status and in country of origin. Second, the results may be useful in developing policies and interventions specially targeted to Hispanics' early school years. Third, it contributes to reducing educational inequalities by identifying mechanisms that decrease the gaps in learning rates among Hispanics of different generations and Whites. Fourth, this study contributes to the ongoing debate on language policies and bilingual education.
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