Dual Language Proficiency and the Educational Attainment of Latinos

dc.creator	Amy Lutz
dc.date	2004
dc.date.accessioned	2022-03-22T17:45:19Z
dc.date.available	2022-03-22T17:45:19Z
dc.identifier	http://www.redalyc.org/articulo.oa?id=15102404
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/87296
dc.description	The relationship between Spanish maintenance and the educational attainment of English-speaking Latino students in the United States is investigated using dat afrom the National Education Longitudinal Survey. The analysis indicates that biliterate students are significantly more likely to complete high school compared to their monolingual peers. Those with oral proficiency in Spanish and English are not significantly different in terms of their likelihood of high school completion than were those who spoke only English. Biliterate students are also significantly more likely to enter college than those who speak only English. Overall, this research indicates that bilingualism, offers Latino students an advantage in terms of educational attainment.
dc.format	application/pdf
dc.language	en
dc.publisher	El Colegio de la Frontera Norte, A.C.
dc.relation	http://www.redalyc.org/revista.oa?id=151
dc.rights	Migraciones Internacionales
dc.source	Migraciones Internacionales (México) Num.4 Vol.2
dc.subject	Demografía
dc.subject	International migration
dc.subject	bilingualism
dc.subject	Spanish
dc.subject	Latinos
dc.subject	UnitedStates
dc.title	Dual Language Proficiency and the Educational Attainment of Latinos
dc.type	artículo científico