Language Factors and Hispanic Freshmen's Student Profiles. College Board Report No. 85-3 (original) (raw)

Abstract

This study investigated the role of language factors as potential determinants of Hispanics' educational progress. Language background factors included exposure to, use of, and proficiency in both Spanish and English, and the students' perceptions of those factors. They were studied in relation to standardized measures of college aptitude and achievement. Data were drawn from a survey of Hispanic freshmen in 17 four-year colleges. The information gathered related to language background and high school academic experiencoarjamployment and extracurricular activities in high school, educational aspirations, family background, college entrance examination scores, place of birth, language usage, bilingual education, proficiency in English and Spanish, and academic interactions in college. Correlations were made