Table 4.
Multinomial Regression Model Predicting to English Proficiency
| English Language Learner Sample | |||
|---|---|---|---|
| Sample Size | N = 2,670 | ||
| English Proficient at Kindergarten Entry |
English Proficient by Spring of First Grade |
Not English Proficient by Spring of First Grade |
|
| OR | OR | OR | |
| Child Demographic Characteristics | |||
| Age at kindergarten entry | ref. | 0.63 * | 0.38 ** |
| Gender | |||
| Female | ref. | 1.13 | 1.01 |
| Race | |||
| White, Black, Other | ref. | ref. | ref. |
| Mexican | ref. | 2.21 ** | 10.46 ** |
| Hispanic Other | ref. | 1.29 | 6.91 * |
| Asian | ref. | 1.63 | 5.75 * |
| Immigrant Status | |||
| Immigrant | ref. | 2.39 * | 3.79 |
| Citizenship | |||
| Child is a citizen | ref. | 0.58 ** | 0.49 * |
| Disability Status | |||
| Child is disabled | ref. | 1.22 | 3.12 ** |
| Family Demographic Characteristics | |||
| Parental education level | ref. | 0.86 * | 0.77 ** |
| Family Structure | |||
| Two parent | ref. | ref. | ref. |
| Single parent or other type | ref. | 0.99 | 1.22 |
| Number of siblings | ref. | 1.18 ** | 1.15 |
| Family Income | |||
| Income-to-needs ratio | ref. | 0.95 | 0.70 |
| Home Environment Characteristics | |||
| Family Activities | |||
| Child participates in cognitively stimulating activities at kindergarten entry |
ref. | 0.99 | 1.00 |
| Child participates in cultural heritage activities |
ref. | 1.00 | 0.90 ** |
| Child has lessons/extracurricular activities |
ref. | 0.94 | 0.85 |
| Child Routines | |||
| Child routinely eats meals with family |
ref. | 1.08 | 0.82 |
| Child has a regular bedtime | ref. | 1.05 | 0.68 |
| Parental involvement in child’s school |
|||
| Parent is involved in activities at school |
ref. | 0.93 | 0.92 |
| Parent experiences barriers to school involvement |
ref. | 0.96 | 1.85 |
| Language is barrier to school involvement |
ref. | 1.45 * | 1.18 |
|
Child Care in the year prior to
kindergarten | |||
| Center-based care | ref. | ref. | ref. |
| Parental care | ref. | 1.21 | 2.37 ** |
| Home-based care | ref. | 1.39 | 1.63 |
| School Characteristics | |||
| School Size | ref. | 1.25 ** | 1.26 * |
| School type | |||
| Public School | ref. | ref. | ref. |
| Private School | ref. | 1.65 | 2.78 * |
| Student body | |||
| Percentage of LEP Students >25% | ref. | 1.99 ** | 5.61 ** |
| School’s population is >50% low income |
ref. | 1.31 | 1.36 |
| School services | |||
| Services specifically for LM families |
ref. | 0.88 | 0.83 |
| Services for all families at kindergarten |
ref. | 0.96 | 1.00 |
| School-parent notices are in English only |
ref. | 0.57 ** | 0.40 ** |
| Teacher Characteristics | |||
| Teacher completed median coursework in EC Development |
ref. | 0.70 * | 0.73 |
| Teacher has 6+ years experience teaching at grade level |
ref. | 0.92 | 0.80 |
| Classroom Characteristics | |||
| Class-size | ref. | 0.98 | 1.00 |
| Child attended full-day kindergarten |
ref. | 1.32 | 1.51 |
| Reading is taught daily | ref. | 1.81 | 1.52 |
| Hours of ESL aide in classroom | ref. | 1.25 * | 1.03 |
| Availability of non-English books | ref. | 1.21 | 2.55 ** |
| Child receives pull-out tutoring or in-class ESL lesson or pull-out for reading |
ref. | 1.53 ** | 1.68 |
OR = Odds Ratio
*
p<.01
**
p<.001
Source: Early Childhood Longitudinal Study - Kindergarten Cohort 1998-1999 (ECLS-K)