Bilingualism, School Socioeconomic Composition, and Language Instruction Program: Three Studies on Student’s Academic, Behavioral, and Executive Functioning in Elementary School
Restricted (Penn State Only)
Author:
Hu, Eric
Graduate Program:
Educational Theory and Policy (PHD)
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
August 08, 2023
Committee Members:
Mimi Schaub, Professor in Charge/Director of Graduate Studies Amy Crosson, Outside Unit Member Soo-yong Byun, Minor & Outside Field Member Paul Morgan, Chair & Dissertation Advisor Mimi Schaub, Major Field Member
Keywords:
Academic achievement Elementary ECLS-K:2011 Growth trajectories Causal inference Bilingualism Language instructional program School Socioeconomic Composition
Abstract:
My dissertation included three studies: Study 1 identified heterogeneity in the population
of bilingual students and examine, to what extent, students’ bilingual status is associated with
mathematics and science achievement trajectories during elementary school. Study 2 estimated
the effects of school socioeconomic composition (SEC) on student’s trajectories of academic and
psychosocial behavioral outcomes when considering both internal and external validity issues.
Study 3 examined the effect of language instructional program (LIP) on English Learners (ELs)’
academic achievement and executive function from kindergarten to fifth grade. All three studies
used a nationally representative dataset, Early Childhood Longitudinal Study, Kindergarten Class
of 2010-11 (ECLS-K:2011). Study 1 highlights the disparities in mathematics and science growth
trajectories among bilingual students from first to fifth grade. By considering antecedent,
opportunity, and propensity factors, the study offers insights into the factors that contribute to
these disparities and how they evolve over time. Understanding and addressing these factors can
inform targeted interventions and policies aimed at promoting equitable mathematics and science
education outcomes for bilingual students. Study 2 reaffirms recent empirical findings of null or
small effects of school SEC on students' academic development and expands these findings to
encompass students' psychosocial behaviors during the elementary grades. Study 3 revealed
positive and statistically significant overall LIP effects on ELs' reading achievement and working
memory.
