Abstract
The study examines the predictive value of several variabls on ninth-grade grade point average for Mexican-American and Puerto Rican high school students. English and Spanish proficiency in reading, writing, speaking, and understanding the language as well as the use of Spanish or English in the home represented the language variables. The students' immigration status, gender, place of geographic residence, and mother's education were also included. Gender andimmigration status significantly predicted GPA. English proficiency was significantly different for the two groups, and the more English-proficient Mexican-Americans did more poorly in high school. No other language variables were significant predictors of the students' GPA in the study.
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Adams, D., Astone, B., Nunez-Wormack, E. et al. Predicting the academic achievement of Puerto Rican and Mexican-American ninth-grade students. Urban Rev 26, 1–14 (1994). https://doi.org/10.1007/BF02354854
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DOI: https://doi.org/10.1007/BF02354854