Bilingualism and Hispanic scholastic achievement: Some baseline results

Abstract The effects of background characteristics and language factors on scholastic achievement are estimated for four groups: Hispanic bilinguals, Hispanic English monolinguals, white bilinguals, and white English monolinguals. For both bilingual samples, proficiency in both English and the other language is positively related to achievement, but frequent use of the non-English language is negatively associated with achievement. The longer the family has resided in the United States, the lower school achievement. Although the process is generally similar for Hispanic bilinguals and other language minorities, some of the results suggest a specific handicap associated with Hispanic minority status.

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