Prediction from early development to later achievement has the potential to improve clinical and educational service delivery as well as to inform developmental theory. In this longitudinal study, we asked how well can educational achievement measured in the final year (Grade 9, age 15) of compulsory education--both overall and for outcomes in the…

The objectives of this study were twofold: (1) Determine the English proficiency of English second-language learners (ELLs) at the end of preschool as referenced to monolingual norms, and in particular, to determine if they showed an asynchronous profile, that is, approached monolingual norms more closely for some linguistic sub-skills than…

This cross-sectional study investigated the bilingual lexical skills of 175 US school-age children (5 to 18 years old) with Cantonese, Mandarin, or Korean as their heritage language (HL), and English as their dominant language. Primary study goals were to identify potential patterns of development in bilingual lexical skills over the elementary to…

Immigration presents both challenges and opportunities that affect students' academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students…