Predictors of Academic Achievement for Latino Middle Schoolers

Abstract

The aim of this study was to examine specific child, home, and school factors that predict academic achievement for Latino middle school students. The sample for this study (N = 173) was drawn from seven public schools located in three school districts in the northeastern United States. Hierarchical multiple regression analyses were used to predict academic achievement from a combination of predictor variables: gender, parent educational attainment, parent employment status, acculturation, parent involvement in school, and school identification. Findings indicate that school identification and parent involvement in school are protective factors that promote Latino middle grade students' academic achievement. These findings suggest that collaborative partnerships between school social workers, teachers, and Latino students and their parents are an important strategy that can optimize connections to school that result in academic achievement.

KEYWORDS:

• Academic achievement
• Hispanics
• Latinos
• parent involvement
• school identification

Notes

Note. ^aOf the participants who identified their nationality as Central American, 76.9% identified themselves as El Salvadoran (n = 20) and 11.5% identified themselves as Guatemalan (n = 3).

^bOf the participants who identified themselves as South American, 92.3% identified themselves as Colombian (n = 24).

^cThe participants who comprise the Other category (n = 16) identified two Hispanic/Latino nationalities (e.g., Puerto Rican and Guatemalan, Dominican and El Salvadoran).

*p ≤ .05.

*p ≤ .01