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Language and Reading

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The achievement gap in reading in California between students coming from homes where only English is spoken and those from Spanish-speaking homes increased during the students' first six years of school, according to an analysis of data from the Early Childhood Longitudinal Study.

The analysis examined achievement data for language-minority students—students who come from homes where a language other than English is regularly spoken. Achievement gaps between English-only and language-minority students decrease overall during elementary school, writes Russell W. Rumberger, the director of the Linguistic Minority Research Institute of the University of California, Santa Barbara, who conducted the analysis.

Vol. 26, Issue 28, Page 12

Published in Print: March 16, 2007, as Language and Reading

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