Child Development
Volume 87, Issue 3, 2016, Pages 883-897

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools? (Article)

Dearing E.* , Walsh M.E. , Sibley E. , Lee-St.John T. , Foley C. , Raczek A.E.
  • a Boston College, United States
  • b Boston College, United States
  • c Boston College, United States
  • d Boston College, United States
  • e Boston College, United States
  • f Boston College, United States

Abstract

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. © 2016 The Society for Research in Child Development, Inc.

Author Keywords

[No Keywords available]

Index Keywords

primary school urban population immigrant demography Massachusetts poverty human Schools social support language Residence Characteristics program development achievement reading migrant Humans male Emigrants and Immigrants mathematics female school major clinical study Boston Child
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962795051&doi=10.1111%2fcdev.12507&partnerID=40&md5=0bfe4503a70afd06cbdeeb627e25f29c
DOI: 10.1111/cdev.12507
ISSN: 00093920
Cited by: 8
Original Language: English