Posted Nov 17, 2008, updated Nov 17, 2008.
Children of immigrants who enter school with low math and reading skills have a better chance of catching up with their peers if they attend a school with high-performing students, well-supported teachers and services to families of English as a second language (ESL) children, according to a new study. Previous studies show the importance of family resources in children's academic performance, said researcher Wen-Jui Han, PhD, of Columbia University. Now, this study, appearing in the November issue of Developmental Psychology published by the American Psychological Association, shows that aspects of the school environment are just as important for immigrant children, especially those children lacking resources at home.
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