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Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners.

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Title: Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners.
Authors: Foster, Matthew E.1 (AUTHOR), Caemmerer, Jacqueline M.2 (AUTHOR), Hennessy, Briana2 (AUTHOR), Smith, Sara A.1 (AUTHOR), López, Lisa M.1 (AUTHOR), Spencer, Trina D.1 (AUTHOR)
Source: Elementary School Journal. Dec2024, Vol. 125 Issue 2, p233-260. 28p.
Subject Terms: *Academic achievement, *Language ability, *Science classrooms, Executive function, English language
Abstract: Using the Early Childhood Longitudinal Study Kindergarten Cohort (2010–2011), this study is the first to investigate predictors of kindergarten science achievement and growth across elementary school—English language proficiency (ELP), executive functioning, math and reading achievement, parent-engaged science and math activities, and classroom science content coverage—separately for multilinguals (n = 1,023) and English monolinguals (n = 12,329). Multigroup latent growth curve models indicate initial differences in science are largely explained by the group of predictors, multilinguals learn science more rapidly in early elementary school than English monolinguals, and science scores are not meaningfully different between the fifth-grade groups. Among other notable results, ELP predicts science growth for both groups and math achievement predicts science growth for multilinguals only; reading achievement only predicts growth for English monolinguals. The findings from this study strongly challenge the prevailing belief that being multilingual in the United States leads to poor achievement. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners.
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  Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Dec2024, Vol. 125 Issue 2, p233-260. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink>
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  Data: Using the Early Childhood Longitudinal Study Kindergarten Cohort (2010–2011), this study is the first to investigate predictors of kindergarten science achievement and growth across elementary school—English language proficiency (ELP), executive functioning, math and reading achievement, parent-engaged science and math activities, and classroom science content coverage—separately for multilinguals (n = 1,023) and English monolinguals (n = 12,329). Multigroup latent growth curve models indicate initial differences in science are largely explained by the group of predictors, multilinguals learn science more rapidly in early elementary school than English monolinguals, and science scores are not meaningfully different between the fifth-grade groups. Among other notable results, ELP predicts science growth for both groups and math achievement predicts science growth for multilinguals only; reading achievement only predicts growth for English monolinguals. The findings from this study strongly challenge the prevailing belief that being multilingual in the United States leads to poor achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/732691
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        Text: English
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              Text: Dec2024
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