Abstract
The steady increase in immigration in the United States over the past few decades has focused attention on the necessity for school districts to provide English language services in order for children with diverse language backgrounds to participate fully in public education. In this study, we utilize a large state-representative sample of elementary-aged students from culturally diverse backgrounds to examine gaps in the reading achievement of English learners versus their native English-speaking peers. Our inquiry examines the theoretical importance of micro–macro linkages to assess the relative impacts of school contexts and ethnic/cultural backgrounds on students’ reading achievement.
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