The Academic Adaptation of Immigrant Students with Interrupted Schooling
This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with int...
Gespeichert in:
| Veröffentlicht in: | American educational research journal 2018-08, Vol.55 (4), p.859-892 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 892 |
|---|---|
| container_issue | 4 |
| container_start_page | 859 |
| container_title | American educational research journal |
| container_volume | 55 |
| creator | Potochnick, Stephanie |
| description | This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals. |
| doi_str_mv | 10.3102/0002831218761026 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2071413240</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1185393</ericid><jstor_id>26643552</jstor_id><sage_id>10.3102_0002831218761026</sage_id><sourcerecordid>26643552</sourcerecordid><originalsourceid>FETCH-LOGICAL-c353t-539679a79f3c05d51fee3f8b36d58a7534688f7037f63489fe44568712a6c3663</originalsourceid><addsrcrecordid>eNqFkMFLwzAUxoMoOKd3L0LAczUvr0nT4xjTTQYeNs8ltsnWsTU1SRH_ezsqE7x4ejx-3_e9x0fILbAHBMYfGWNcIXBQmex3eUZGkKNIgAGck9ERJ0d-Sa5C2DEGPFcwIvP11tBJqStzqEs6qXQbdaxdQ52li8Oh3njdRLqKXWWaGOhnHbd00UTjfddGU9FVuXVuXzeba3Jh9T6Ym585Jm9Ps_V0nixfnxfTyTIpUWBMBOYyy3WWWyyZqARYY9Cqd5SVUDoTmEqlbMYwsxJTlVuTpkKqDLiWJUqJY3I_5LbefXQmxGLnOt_0JwvOMkgBecp6FRtUpXcheGOL1tcH7b8KYMWxr-JvX73lbrAYX5cn-ewFQPVPY8-TgQe9Mb9H_8_bhej8KZBLmaIQHL8Bxyp6rQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2071413240</pqid></control><display><type>article</type><title>The Academic Adaptation of Immigrant Students with Interrupted Schooling</title><source>Jstor Complete Legacy</source><source>SAGE Complete</source><creator>Potochnick, Stephanie</creator><creatorcontrib>Potochnick, Stephanie</creatorcontrib><description>This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.</description><identifier>ISSN: 0002-8312</identifier><identifier>EISSN: 1935-1011</identifier><identifier>DOI: 10.3102/0002831218761026</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publishing</publisher><subject>Academic Achievement ; Achievement Gap ; Adaptation ; Comparative Analysis ; Educational Background ; Educational psychology ; Educational research ; English (Second Language) ; Family Characteristics ; Grade 10 ; High School Students ; Immigrant students ; Immigrants ; Institutional Characteristics ; Longitudinal Studies ; Multivariate Analysis ; National Surveys ; Noncitizens ; Outcome Measures ; Outcomes of Education ; Reentry Students ; Regression (Statistics) ; Second Language Learning ; Student Adjustment ; Studies</subject><ispartof>American educational research journal, 2018-08, Vol.55 (4), p.859-892</ispartof><rights>Copyright © 2018 American Educational Research Association</rights><rights>2018 AERA</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c353t-539679a79f3c05d51fee3f8b36d58a7534688f7037f63489fe44568712a6c3663</citedby><cites>FETCH-LOGICAL-c353t-539679a79f3c05d51fee3f8b36d58a7534688f7037f63489fe44568712a6c3663</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26643552$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26643552$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,21798,27901,27902,43597,43598,57992,58225</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1185393$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Potochnick, Stephanie</creatorcontrib><title>The Academic Adaptation of Immigrant Students with Interrupted Schooling</title><title>American educational research journal</title><description>This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.</description><subject>Academic Achievement</subject><subject>Achievement Gap</subject><subject>Adaptation</subject><subject>Comparative Analysis</subject><subject>Educational Background</subject><subject>Educational psychology</subject><subject>Educational research</subject><subject>English (Second Language)</subject><subject>Family Characteristics</subject><subject>Grade 10</subject><subject>High School Students</subject><subject>Immigrant students</subject><subject>Immigrants</subject><subject>Institutional Characteristics</subject><subject>Longitudinal Studies</subject><subject>Multivariate Analysis</subject><subject>National Surveys</subject><subject>Noncitizens</subject><subject>Outcome Measures</subject><subject>Outcomes of Education</subject><subject>Reentry Students</subject><subject>Regression (Statistics)</subject><subject>Second Language Learning</subject><subject>Student Adjustment</subject><subject>Studies</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNqFkMFLwzAUxoMoOKd3L0LAczUvr0nT4xjTTQYeNs8ltsnWsTU1SRH_ezsqE7x4ejx-3_e9x0fILbAHBMYfGWNcIXBQmex3eUZGkKNIgAGck9ERJ0d-Sa5C2DEGPFcwIvP11tBJqStzqEs6qXQbdaxdQ52li8Oh3njdRLqKXWWaGOhnHbd00UTjfddGU9FVuXVuXzeba3Jh9T6Ym585Jm9Ps_V0nixfnxfTyTIpUWBMBOYyy3WWWyyZqARYY9Cqd5SVUDoTmEqlbMYwsxJTlVuTpkKqDLiWJUqJY3I_5LbefXQmxGLnOt_0JwvOMkgBecp6FRtUpXcheGOL1tcH7b8KYMWxr-JvX73lbrAYX5cn-ewFQPVPY8-TgQe9Mb9H_8_bhej8KZBLmaIQHL8Bxyp6rQ</recordid><startdate>20180801</startdate><enddate>20180801</enddate><creator>Potochnick, Stephanie</creator><general>SAGE Publishing</general><general>SAGE Publications</general><general>American Educational Research Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20180801</creationdate><title>The Academic Adaptation of Immigrant Students with Interrupted Schooling</title><author>Potochnick, Stephanie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c353t-539679a79f3c05d51fee3f8b36d58a7534688f7037f63489fe44568712a6c3663</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Academic Achievement</topic><topic>Achievement Gap</topic><topic>Adaptation</topic><topic>Comparative Analysis</topic><topic>Educational Background</topic><topic>Educational psychology</topic><topic>Educational research</topic><topic>English (Second Language)</topic><topic>Family Characteristics</topic><topic>Grade 10</topic><topic>High School Students</topic><topic>Immigrant students</topic><topic>Immigrants</topic><topic>Institutional Characteristics</topic><topic>Longitudinal Studies</topic><topic>Multivariate Analysis</topic><topic>National Surveys</topic><topic>Noncitizens</topic><topic>Outcome Measures</topic><topic>Outcomes of Education</topic><topic>Reentry Students</topic><topic>Regression (Statistics)</topic><topic>Second Language Learning</topic><topic>Student Adjustment</topic><topic>Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Potochnick, Stephanie</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>American educational research journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Potochnick, Stephanie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1185393</ericid><atitle>The Academic Adaptation of Immigrant Students with Interrupted Schooling</atitle><jtitle>American educational research journal</jtitle><date>2018-08-01</date><risdate>2018</risdate><volume>55</volume><issue>4</issue><spage>859</spage><epage>892</epage><pages>859-892</pages><issn>0002-8312</issn><eissn>1935-1011</eissn><abstract>This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publishing</pub><doi>10.3102/0002831218761026</doi><tpages>34</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0002-8312 |
| ispartof | American educational research journal, 2018-08, Vol.55 (4), p.859-892 |
| issn | 0002-8312 1935-1011 |
| language | eng |
| recordid | cdi_proquest_journals_2071413240 |
| source | Jstor Complete Legacy; SAGE Complete |
| subjects | Academic Achievement Achievement Gap Adaptation Comparative Analysis Educational Background Educational psychology Educational research English (Second Language) Family Characteristics Grade 10 High School Students Immigrant students Immigrants Institutional Characteristics Longitudinal Studies Multivariate Analysis National Surveys Noncitizens Outcome Measures Outcomes of Education Reentry Students Regression (Statistics) Second Language Learning Student Adjustment Studies |
| title | The Academic Adaptation of Immigrant Students with Interrupted Schooling |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T08%3A46%3A05IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Academic%20Adaptation%20of%20Immigrant%20Students%20with%20Interrupted%20Schooling&rft.jtitle=American%20educational%20research%20journal&rft.au=Potochnick,%20Stephanie&rft.date=2018-08-01&rft.volume=55&rft.issue=4&rft.spage=859&rft.epage=892&rft.pages=859-892&rft.issn=0002-8312&rft.eissn=1935-1011&rft_id=info:doi/10.3102/0002831218761026&rft_dat=%3Cjstor_proqu%3E26643552%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2071413240&rft_id=info:pmid/&rft_ericid=EJ1185393&rft_jstor_id=26643552&rft_sage_id=10.3102_0002831218761026&rfr_iscdi=true |