Changes in Math Achievement Gaps under the Era of NNCLB: Between Different Immigrant Student Groups and Native-Born White Americans

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Autor/in	Jeon, Sue Bin
Titel	Changes in Math Achievement Gaps under the Era of NNCLB: Between Different Immigrant Student Groups and Native-Born White Americans
Quelle	(2010), (101 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-4566-5
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; White Students; Minority Group Students; English Language Learners; Immigrants; Generational Differences; Racial Differences; Socioeconomic Influences; Language Proficiency; Academic Achievement; Educational Legislation; Federal Legislation; Mathematics Achievement; Hierarchical Linear Modeling; Underachievement; African American Students; Hispanic American Students; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Immigrant; Immigrantin; Immigranten; Rassenunterschied; Sozioökonomischer Faktor; Language skill; Language skills; Sprachkompetenz; Schulleistung; Bildungsrecht; Schulgesetz; Bundesrecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Performance deficiency; Leistungsschwäche; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Previous comparisons of the gaps in educational achievement between various minority groups (non-White, non-English-speaking, low income) and their counterparts (White, English-speaking, middle income) have tended to disregard the immigrant status of the minority students. In this study, I investigated these gaps within and between immigrant student groups in terms of generation status i.e. whether the students were first, second, or third generation immigrants. As the number of immigrant students in U.S. schools continues to increase, it is necessary to pay more attention to such gaps. Furthermore, immigrant students often fall into at least one minority category as a result of race, socioeconomic status, or lack of English proficiency. Their academic attainment should, therefore, be examined in combination with these factors. The research goal of this study is to examine whether gaps in educational achievement among different groups of immigrant students have changed since the implementation of the NCLB Act. Based on the key premise that the act would raise all students' academic achievement and narrow any achievement gaps, I developed the following hypothesis: if the NCLB Act has been effective, it would by now have helped close the gaps in educational achievement among different generations of immigrant students and different races. To investigate this hypothesis, I posed the following research questions. 1) Are there gaps in the educational achievement of immigrant students from different racial groups compared with their native-born, White counterparts? 2) Are there gaps in educational achievement among different generations of immigrant students within the same racial group? 3) If such gaps exist, were these closed over time from 2003 to 2007? I used TIMSS 2003 and 2007 data to examine math achievement gaps among students of different immigrant generation groups. In addition, I investigate racial effect of immigrant students on their math achievement. Two-level Hierarchical Linear Modeling was used to analyze the effect nested within schools. The main findings of my study are as follows. Firstly, immigrants are generally likely to underperform compared to their native-born white counterparts. Secondly, achievement gaps among different immigrant generation groups of a same race are likely to be diverse. Thirdly, the pattern of the academic disparities between black or Hispanic immigrants and their native-born white counterparts tend to remain fairly stable over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01