Factors Affecting Academic Outcomes of Newly Arrived Immigrant English Language Learners at Selected High Schools in Texas

• In Event: Language, Identity, and Diversity

Abstract

This study explores student factors that affect the achievement gaps among disadvantaged newly arrived adolescent students in Central Texas. We examine the possible relationship between unique student factors such as student attendance, age, Limited English Proficiency (LEP) status, spoken home language, race, and social economic status in relationship with student academic achievement in comparison to their non LEP peers. Finally, focus groups, interviews, and observations were conducted to gather in-depth data to triangulate the statistical findings in order to provide policy makers and educators effective information for action. This research study informs policy debate and deliberation by providing data-rich information specific to Texas.

Authors

• Gloria C. Lenoir, The University of Texas - Austin

• Pei-Ling Lee, The University of Texas - Austin

• Soojin Lim, The University of Texas - Austin