Abstract
This paper examines the predictors and indicators of immigrant children's school achievement, using the two of the most predominant groups of American immigrants (103 Koreans and 100 Mexicans). Regression analyses were conducted to determine which independent variables (acculturation, parenting school involvement, parenting style, parent education, parent English, family income, length of stay in the United States) were the predictors of children's school achievement. For the total sample, an overall model of four predictors (acculturation, parenting style, parent education, and length of stay in the United States) on school achievement was significant. While acculturation, parenting style, and family income were significant predictors for the Korean sample, parent education and length of stay in the United States were significant predictors for the Mexican sample. Practice implications and suggestions for the intervention were discussed based on the study findings.
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