Abstract
A secondary analysis of previously published data shows that high-socioeconomic status (SES) English language learners (ELLs) outperform low-SES fluent English speakers on tests of math, and they do about as well on tests of reading. Thus, for ELLs, SES can offset the effects of language proficiency on standardized tests of math and reading. This result suggests that we can improve the performance of all ELLs by providing aspects of high SES known to impact school performance. This can be done by improving the print environment and providing bilingual education.
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