Examining the Academic Achievement of Latinx Students from an Early Lifespan and Intersectional Perspective
Published In
Journal of Latinos and Education
Document Type
Citation
Publication Date
7-10-2024
Abstract
The present study examined Latinx school readiness and 3rd grade student achievement, considering differences based on social categories of gender, race, ethnicity, and home language. The sample included 683 racially diverse children (Mage = 4.94; SD = .57) of Dominican- or Mexican-origin from Spanish-English or Spanish-only proficient homes. Baseline data included a test of school readiness and mother and teacher ratings of behavior. Follow-up data included the 3rd grade New York State test. Results show that 74% of Latinx children were not proficient in 3rd grade reading, with boys and children from Spanish-only homes less likely to be at grade level. School readiness predicted achievement for all groups. On the whole, Latinx students, and especially boys and non-English speakers, appear to be marginalized in U.S. public education systems.
Rights
Copyright © 2024Informa UK Limited
Locate the Document
DOI
10.1080/15348431.2024.2370842
Persistent Identifier
https://archives.pdx.edu/ds/psu/42443
Citation Details
Calzada, E. J., Sevillano, L., Huang, K.-Y., & Barajas-Gonzalez, R. G. (2024). Examining the Academic Achievement of Latinx Students from an Early Lifespan and Intersectional Perspective. Journal of Latinos and Education, 1–21.