Academically Resilient Latino Elementary Students Bridging the Achievement Gap

Autor/inn/en	Diamond, Elena; Furlong, Michael J.; Quirk, Matthew
Titel	Academically Resilient Latino Elementary Students Bridging the Achievement Gap
Quelle	In: Contemporary School Psychology, 20 (2016) 2, S.160-169 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-016-0088-8
Schlagwörter	School Readiness; Hispanic American Students; Academic Achievement; At Risk Students; Achievement Gap; Kindergarten; Statistical Analysis; Reading Skills; Oral Reading; Reading Fluency; Verbal Ability; Nonverbal Ability; Cognitive Development; Standardized Tests; Scores; Mathematics Achievement; Skill Development; Academic Ability; Reading Tests; Intelligence Tests; Resilience (Psychology); Elementary School Students; Multivariate Analysis; California; Gray Oral Reading Test; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Statistische Analyse; Reading skill; Lesefertigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Mündliche Leistung; Kognitive Entwicklung; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Lesetest; Intelligence test; Intelligenztest; Multivariate Analyse; Kalifornien
Abstract	This study investigated associations between school-readiness patterns of Latino students and their subsequent academic achievement. After identifying a subgroup of students with academic risk at kindergarten entry who showed signs of later average or better academic skill development, academic data were gathered to explore how this group of "resilient" students (risk-catching up group) compared to their risk-lagging peers (those who entered kindergarten at high risk and continue to perform far below grade-level) and ready-proficient peers (those who entered kindergarten with low risk and continue to perform at a proficient level). Students were evaluated on individually administered measures that assessed cognitive and academic learning resources. A series of one-way MANOVAs identified that on academic measures of oral reading fluency (GORT-4) and verbal and nonverbal cognitive development (KBIT-2) students in the risk-catching up group performed consistent with their ready-proficient peers, and both groups scored significantly higher than the risk-lagging students. In contrast, scores on the California Standards Test ELA and math indicated that students in the risk-lagging group scored significantly lower than risk-catching up students who scored significantly lower than ready-proficient students. These findings provide evidence that the risk-catching up students made substantial progress to develop the academic skill base needed to support ongoing improvements in academic achievement; however, this growth was not fully discerned in the CST test results. Importantly, these results suggest that closing achievement gaps is an ongoing process, not an end point. The study highlights the importance of school readiness experiences for all students and that early and targeted interventions are needed to support a positive academic trajectory for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01