Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?

Autor/inn/en	Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E.
Titel	Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?
Quelle	In: Child Development, 87 (2016) 3, S.883-897 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12507
Schlagwörter	Immigrants; Poverty; Urban Schools; Elementary School Students; Barriers; Intervention; English Language Learners; Language Proficiency; English (Second Language); Quasiexperimental Design; Mathematics Achievement; Reading Achievement; Disadvantaged Schools; Achievement Gap; Statistical Analysis; Student Needs; Educational Change; Achievement Gains + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Statistische Analyse; Bildungsreform; Achievement gain; Leistungssteigerung
Abstract	Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01