Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency

Abstract

ABSTRACT This study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression model explained 46% of the variance in students’ science reading comprehension scores; 11% of the variance in reading scores was uniquely explained by science vocabulary knowledge, above and beyond anxiety, self-efficacy, and tracking. Similarly, the final regression model explained 41% of the variance in students’ end-of-the unit science test scores; 20% of the variance was uniquely attributed to science vocabulary knowledge above and beyond anxiety, self-efficacy, academic vocabulary knowledge, science reading comprehension, and tracking. From a practical perspective, the results suggest that students need more explicit science vocabulary instruction to perform better on reading and achievement tasks, regardless of their track designation. From a policy perspective, current ELs’ underrepresentation in higher-track classes calls into question the equity of instruction provided to students. Recommendations to increase ELs’ access to academic content are discussed.