State Implementation of Language Acquisition Policies and Reading Achievement Among Hispanic Students

National Assessment of Educational Progress data were analyzed to assess differences in reading achievement for Hispanic fourth graders across states with varying policies on language acquisition, controlling for student and school characteristics. Results indicated that (a) both Hispanic English language learner (ELL) and non-ELL students in states with stronger bilingual emphasis and more Title III funding have significantly higher reading achievement, (b) more preservice training on ELL issues and more professional development for working with diverse students had a significant effect on reading achievement among non-ELL Hispanics only, and (c) additional time to institutionalize immersion approaches did not narrow the reading achievement gap.