The Impact of Language Status, Gender, and Ecological Factors on Academic Success of Hispanic Children in Grades 3-5

Abstract

The ability to read is an essential component of the educational process and is strongly correlated with academic success. The literature reveals that, in general, Hispanic elementary school students in third through fifth grade consistently perform below their school-age peers in the academic arena, and that once below, remain below throughout their schooling. The purpose of the present study was to more clearly identify the ecological factors that are closely associated with the academic success of Hispanic third through fifth grade elementary school students who are identified as English Language Learners (ELL). Two research questions guided this study: 1.) Are there differences between third to fifth grade Hispanic boys and girls who are identified as ELL on reading and math achievement as measured by the Smarter Balanced Assessments, and 2.) Are there differences in achievement as measured by the Smarter Balanced reading and math assessment among ecological variables (Neighborhood, School, Friends, Family, Parent Education Involvement, Health and Well-Being, Social Behavior at Home and School, and School Performance) for third to fifth grade boys and girls identified as ELL? The sample consisted of 65 Hispanic third through fifth grade students who were identified as English Language Learners. They were assessed using the Elementary Student Success Profile (ESSP); this tool resulted in triangulated data from three different surveys (from parents, the children, and their teachers). The ESSP was then used to identify the factors associated with academic achievement in reading and math, as measured by the Smarter Balanced Assessment. Statistical analysis yielded non-significant findings for both questions. However, when additional analysis was completed, significant associations were found between school environment and reading scores, friends and math scores, and health and well-being with both reading and math scores. There was no difference by gender.%%%%Ed.D., Educational Leadership and Management – Drexel University, 2017