Understanding Educational Success among Latino/a English Language Learners: Factors Associated with High School Completion and Postsecondary School Attendance

Autor/inn/en	Jimerson, Shane R.; Patterson, Mary Skokut; Stein, Rachel; Babcock, Sarah K.
Titel	Understanding Educational Success among Latino/a English Language Learners: Factors Associated with High School Completion and Postsecondary School Attendance
Quelle	In: Contemporary School Psychology, 20 (2016) 4, S.402-416 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-016-0100-3
Schlagwörter	Academic Achievement; Hispanic American Students; English Language Learners; Regression (Statistics); Discriminant Analysis; Correlation; Educational Attainment; At Risk Students; Socioeconomic Status; Exit Examinations; High School Students; Student School Relationship; Graduation Rate; Academic Aspiration; College Attendance; California + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Diskriminanzanalyse; Korrelation; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Final examination; Abschlussprüfung; High school; High schools; Oberschule; Schüler-Lehrer-Beziehung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kalifornien
Abstract	As of 2014, 24 states require students to pass exit exams to graduate from high school. In California, all high school students are required to pass the California High School Exit Examination (CAHSEE) to earn a diploma. Failure to pass the CAHSEE is linked with school dropout, which is associated with many deleterious outcomes and disproportionately affects Latino/a youths. Among first generation Latino students, English language learners (ELL) may be especially at risk. The current study explored potential protective influences (e.g., academic expectations, school connectedness) on educational outcomes among 115 Latino/a ELL students at high academic risk. Logistic regressions and discriminant analyses were conducted, and results revealed that only socioeconomic status was significantly associated with school completion and that self-expectation was the only variable significantly associated with postsecondary school attendance. Implications of these results and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01