Due to the importance of English language proficiency in education, this study looks to examine the relationship between student performance and language. Especially it explores student performance on standardized tests assessing science, the first language the student learned, the language used to teach students in their first and second year of learning science in the U.S., and race. This paper used the National Education Longitudinal Study: 1988/2000 (NELS: 88) database from the National Center for Educational Statistics (NCES, 2002). The main aim of this paper is to sensitize teachers if primary language and language of instruction influences how students perform, it is imperative that teaching be adjusted for students who may not speak English as a primary language in school.
Table of Contents
Background and Introduction
Present Study
NELS and participants’ description
Variable description and descriptive
Model Determination and Plan of Analysis
Regression Analysis
Model comparison
Final Model
Discussion and Conclusion
References
Appendix 1: Figures
Appendix 2: Models with full variables
- Citar trabajo
- Tshewang Dorji (Autor), 2017, Effect of Race. First Language and Instructional Language on Students, Múnich, GRIN Verlag, https://www.grin.com/document/359474
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