Examining the Role of U.S. Region in Multilingual Learners' Reading Performances (Poster 12)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Addressing persistent educational opportunity gaps between multilingual learners (MLLs) and their monolingual classmates remains a challenge because of a dearth of empirical studies investigating contextual factors shaping MLL’s reading achievement—such as regional variation in instructional contexts. Using data from the National Assessment of Educational Progress (NAEP) from 2015-2022, we examine the reading comprehension skills of MLL (multilingual learner) students educated in emerging immigrant destination (or new immigrant destination, NID) states (Tennessee, North Carolina, Utah, Minnesota, and Georgia) and in long-serving immigrant destination states (Texas, California, New York, Illinois, New Jersey and Massachusetts). Results reveal lower, on average, reading performance for students in NID states in grades 4-8. Future analysis will explore potential mechanisms for this effect.

Authors

• Emily Phillips Galloway, Vanderbilt University
  Presenting Author

• Diana C Quintero Castellanos, Vanderbilt University
  Non-Presenting Author