Study on Spanish Native
Speakers Curriculum and
Academic Achievement
in Florida
Paola A. Maino
Ed.D Curriculum & Instruction
University of Central Florida
Abstract
 The purpose of this study was to examine Cummins’ Linguistic
Interdependence concept by studying how Hispanic ELL student
participation in SNS programs in Florida high schools is associated
with educational outcomes.
 Students who participate in SNS courses tend to perform better in
Math but not in Reading FCAT, when compared to their peers of
similar Hispanic background that did not participate in SNS
courses.
 The study results indicate that student participation in SNS
program does not affect students’ overall FCAT scores.
 The results supported Cummins’ Linguistic Interdependence
concept, as First Language (L1) maintenance may promote
academic achievement, depending on the academic subject.
Background to the Problem
 Hispanics are the largest minority group in the
U.S.
 Almost 80% of all English Language Learners
(ELL) in the United States are Hispanic.
 ELL foreign born students tend to be
concentrated in secondary education.
 Hispanic students tend to have low academic
achievement.
Research on L2 acquisition and
academic achievement
 It takes between five to seven years to acquire academic
language, the kind of language necessary for academic
success (Hakuta, Goto Butler & Witt, 2000; Thomas &
Collier, 2002).
 The amount of formal schooling the student has had in
their first language, is the most significant student
background variable in regards to the learning rate of L2
(Thomas & Collier, 2002).
 The use of L1 did not have negative effects on ELLs English
language learning and academic achievement (Yeung,
Marsh & Suliman, 2000).
Research on L2 acquisition and
academic achievement
 L1 knowledge does not interfere with second
generation Japanese college students English
knowledge (Shibata, 2004).
 Hispanic students in dual language programs in
low SES schools performed above or at equal levels
compared to their mainstream classmates in tests
in English (Lindholm & Block, 2010).
Methods
 Participants: Hispanic ELL students in Central and
Southeast counties who attended 12th grade during
each year from 2006/2007 through 2009/2010.
 Data Collection: Student individual level data
provided by the Florida Department of Education
(FLDOE).
 Dependent variable: Florida Comprehensive
Achievement Test (FCAT).
 Statistics: Linear regression analysis.
Average FCAT scores of Hispanic ELL
students and Non ELL students
Hispanic
ELL
students
Math FCAT
Score
Read FCAT
Score
Non-ELL
students
Math FCAT
Score
Read FCAT
Score
Obs
Mean
Std. Dev.
Min
Max
38,548
314.15
41.55
100
500
39,428
285.88
54.03
100
500
Obs
Mean
Std. Dev.
Min
Max
286,265
327.50
39.60
100
500
290,006
311.00
50.40
100
500
Linear Regression Math FCAT scores
Math
FCAT
Took SNS
FRL
Gender
Constant
Coefficient
Standard
Error
t
P>[t]
2.78
0.421
6.60
0.00
-11.90
0.608
-19.58
0.00
4.95
0.421
11.78
0.00
320.70
0.632
507.13
0.00
Number of observations = 38,548
R-squared = 0.0142
Linear Regression: Reading FCAT scores
Reading
FCAT
Took SNS
FRL
Gender
Standard
Coefficient
Error
t
P>[t]
-2.202
0.541
-4.07
0.00
-19.216
0.782
-24.57
0.00
-1.065
0.540
-1.97
0.04
373.80
0.00
Constant
304.012
0.813
Number of observations = 39,428
R-squared = 0.0157
Average FCAT scores of
Hispanic ELL students
Obs.
Mean
Std.
Dev.
Took
SNS
18,234
300.6
41.9
100
450
No
SNS
20,080
300.4
45.4
100
457
Min
Max
Regression Analysis if Hispanic Student
Took SNS and Speaks Spanish
Score
Took
SNS
Coeff.
Std. Err.
t
P>t
0.205
0.447
0.46
0.645
_cons
300.3801
0.309
972.82
0
Results
 Students participating in SNS curriculum tend to
received better Math FCAT scores.
 Students participation in SNS curriculum tend to
received lower Reading FCAT scores.
 SNS student participation may not affect student
overall academic achievement as expressed in FCAT
scores.
Conclusion
 L1 maintenance and development at the
high school level may enhance and promote
academic achievement especially in Math.
 Student participation in SNS program does
not affect overall students’ FCAT scores.
 The study results supported Cummins’
Language Interdependence theory as
expressed in FCAT scores.
Literature cited

Cummins, J. (1986a). Linguistic interdependence: a central principle of bilingual education. In Jim
Cummins and Merrill Swain (Eds.). Bilingualism in Education: Aspects of theory, research
and practice (pp. 80-95). London: Longman.

Lindholm-Leary, K. & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual
language schools. International Journal of Bilingual Education and Bilingualism, 13(1), pp. 4360.

Loeffer, M. (2007). NCELA Fast FAQ 4: What languages do ELLs speak? Washington, D.C: National
Clearing House for
English-Language Acquisition and Language Instruction.

National Center for Education Statistics (NCES). (2008). The Condition of Education 2008. Retrieved
from http://nces.ed.gov/pubs2008/2008031.pdf

Shibata, S. (2004). The effects of Japanese heritage language maintenance on scholastic verbal and
academic achievement in English. Foreign Language Annals, 37(2), pp. 224-231.

Smiley, P. & Salsberry, T. (2007). Effective schooling for English language learners: What elementary
principals should know and do. Larchmont, N.Y.: Eye on Education, Inc.

Thomas, W.P. & Collier, V.P. (2002). A national study of school effectiveness for language minority
students’ long term academic achievement. Santa Cruz, CA: Center for Research in Education
Diversity in Excellence, University of California, Santa Cruz.

Yeung, A. S., Marsh, H. W., & Suliman, R. (2000). Can two tongues live in harmony: Analysis
of the National Educational Longitudinal Study of 1988 (NELS88) longitudinal data on the
maintenance of home language. American Educational Research Journal, 37, pp.1001-1026.