Academic Achievement and Teacher-Rated Behavior among White and Latino Elementary School Students in New and Established Latino Destinations

Michelle Frisco, Pennsylvania State University
Erin M. Powell, Pennsylvania State University

This study investigates academic achievement and teachers’ assessments of externalizing behavior among U.S. first graders who attend schools in new versus established destinations for Latinos. We test three hypotheses about the success of Latino students in new versus established destinations and the success of Latino and White students within new and established destinations. Analysis of data from 7030 Latino and White first graders who participated in the Early Childhood Longitudinal Study—Kindergarten class (ECLS-K) suggests that Latino students in new destinations have higher reading and mathematics test scores than Latino students in established destinations despite higher teacher ratings of externalizing behavior. Results also suggest no achievement gap between White and Latino students in new destinations, but relatively large gaps in established destinations. Preliminary analyses suggest that these findings are partially attributable to the greater acculturation of Latino students in new destinations.