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relationship between non-school factors and reading achievement among LEP and English-fluent students in the school district of Palm Beach County, Florida

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Date Issued:
2002
Summary:
The purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables identified. The sample included 51,590 English-fluent and 11,907 LEP students in the first year. In the second year of the study, the sample included 53,400 English-fluent and 12,830 LEP students. Multiple regression analysis was used to test the correlations and significance of the predictor variables for the subgroups, LEP and English-fluent students. Factorial analysis of variance was used to determine if there was an interaction between LEP status and the regression models for each of the predictor variables. The results indicated that yearly reading gains of English-fluent and Limited English Proficient students in Palm Beach County Schools could not be predicted from the predictor variables used during the years of the study. The results of multiple regressions revealed that a very small percentage of the criterion variable could be explained by the predictor variables (R 2 values ranged from .000 to .003). In the cases where the regression model was statistically significant, the results were not practically significant but the product of a trivial relationship between the variables, perhaps due to the size of the sample. After examining the interaction of LEP status with each of the predictor variables, it was concluded that the interaction between LEP status and each of the predictor variables did not increase significantly the predictive value of the models. No significant difference was found in the regression slopes between LEP and English-fluent students for any of the predictor variables.
Title: The relationship between non-school factors and reading achievement among LEP and English-fluent students in the school district of Palm Beach County, Florida.
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Name(s): Pinkos, Margarita Perera-Zamora.
Florida Atlantic University, Degree grantor
Kerensky, Vasil M., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2002
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 128 p.
Language(s): English
Summary: The purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables identified. The sample included 51,590 English-fluent and 11,907 LEP students in the first year. In the second year of the study, the sample included 53,400 English-fluent and 12,830 LEP students. Multiple regression analysis was used to test the correlations and significance of the predictor variables for the subgroups, LEP and English-fluent students. Factorial analysis of variance was used to determine if there was an interaction between LEP status and the regression models for each of the predictor variables. The results indicated that yearly reading gains of English-fluent and Limited English Proficient students in Palm Beach County Schools could not be predicted from the predictor variables used during the years of the study. The results of multiple regressions revealed that a very small percentage of the criterion variable could be explained by the predictor variables (R 2 values ranged from .000 to .003). In the cases where the regression model was statistically significant, the results were not practically significant but the product of a trivial relationship between the variables, perhaps due to the size of the sample. After examining the interaction of LEP status with each of the predictor variables, it was concluded that the interaction between LEP status and each of the predictor variables did not increase significantly the predictive value of the models. No significant difference was found in the regression slopes between LEP and English-fluent students for any of the predictor variables.
Identifier: 9780493912912 (isbn), 12019 (digitool), FADT12019 (IID), fau:8934 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 2002.
College of Education
Subject(s): Limited English-proficient students
Minorities--Education
Academic achievement
Reading--Florida--Palm Beach County
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FADT12019
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.