Table 5.
Regression Results for Other Cognitive Scores of Children of Immigrants Relative to Children on Natives, by Language Spoken in the Home
| Outcome, country and language group | (1) No controls | (2) With controls | (1) No controls | (2) With controls |
|---|---|---|---|---|
| Copying | Symbols | |||
| Australia | (N=4,228) | (N=4,228) | ||
| Foreign-born and official language in home | 0.191** [0.035] | 0.122** [0.034] | 0.207** [0.038] | 0.117** [0.035] |
| Foreign-born and foreign language in home | 0.230** [0.054] | 0.216** [0.052] | 0.201** [0.058] | 0.176** [0.055] |
| Canada | (N=5,795) | (N=5,795) | ||
| Foreign-born and official language in home | 0.121+ [0.069] | 0.106 [0.069] | 0.179* [0.074] | 0.178* [0.070] |
| Foreign-born and foreign language in home | 0.156 [0.100] | 0.184+ [0.105] | 0.367** [0.098] | 0.412** [0.104] |
| United States | (N=8,000) | |||
| Foreign-born and official language in home | 0.244** [0.059] | 0.158** [0.058] | ||
| Foreign-born and foreign language in home | 0.066 [0.044] | 0.185** [0.044] | ||
| Pattern Construction | Picture Similarities | |||
| United Kingdom | (N=15,110) | (N=15,188) | ||
| Foreign-born and official language in home | 0.038 [0.037] | -0.008 [0.035] | 0.083* [0.039] | 0.038 [0.038] |
| Foreign-born and foreign language in home | -0.314** [0.048] | -0.134* [0.053] | -0.204** [0.055] | -0.061 [0.050] |
| Math/Number Knowledge | Literacy | |||
| Canada | (N=6,198) | |||
| Foreign-born and official language in home | -0.076 [0.069] | -0.079 [0.064] | ||
| Foreign-born and foreign language in home | -0.136 [0.084] | -0.084 [0.090] | ||
| United States | (N=8,300) | (N=8,250) | ||
| Foreign-born and official language in home | 0.200** [0.061] | 0.052 [0.054] | 0.229** [0.062] | 0.089 [0.056] |
| Foreign-born and foreign language in home | -0.311** [0.044] | -0.130** [0.042] | -0.352** [0.044] | -0.178** [0.041] |
Note. See Table 4 for model definitions. Standard errors taking account of survey design in brackets.
Pairwise t-tests for significant cross-country differences are as follows (only differences significant at the 10% level are reported): Copying outcome, Foreign-born and foreign language in the home, Model 1 (AU vs US 2.4); Symbols outcome, Foreign-born and foreign language in the home, Model 2 (AU vs CN -2.0); Math/number skills, Foreign-born and official language in the home, Model 1 (CN vs US -3.0); Math/number skills, Foreign-born and foreign language in the home, Model 1 (CN vs US 1.9).
**
p<.01,
*
p<.05,
+
p<.1.