Gender, Language Minority, and Academic Achievement: An Analysis of NAEP/High School Transcript Study Data

• In Event: Measurement Issues in NAEP and Implications for the Interpretation of Results

Abstract

This study examined the combined effects of gender and ELL status (current and former ELLs) on English and mathematics achievement measured by GPA. A sample of 1,877 12th grade ELL students from the High School Transcript Study (HTST) database was analyzed. The results indicated that the interaction between gender and ELL status was not significant, indicating that the effect of gender did not vary across ELL status. Both the gender main effect and ELL status main effect were significant (p < .01). Girls had significantly higher GPA than boys, and former ELL students had significantly higher GPA than current ELL students. Although the effect sizes were small, the current findings largely confirm what has been reported in the literature.

Authors

• Namok Choi, University of Louisville

• Jeong-Lim Chae, University of North Carolina - Charlotte