Histories and academic profiles of successful and unsuccessful Hmong secondary students
Author(s):
Vang, Christopher Thao
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of California, Davis, 2001.
Pages:
130
Language:
English
Abstract:
This study examined the academic success or lack of success of Hmong secondary students at McLane High School. Data were collected from the cumulative records of 480 Hmong secondary students and interviews were conducted with five graduates and five dropouts. Data gave insights into how the histories and academic profiles of successful and unsuccessful Hmong secondary students were different and why some students were successful and others were not on track to graduate. Academic variables and background variables were examined and results were used to differentiate successful students from less successful students. Major differences between successful and unsuccessful Hmong students were found. The academic variables of grade point average, number of failing grades, number of absences, English Language Development levels, SAT9 scores, and district writing sample scores were found to distinguish between the two groups. The background variables of parent employment and parents' first language literacy were found to be related to academic success. No significant differences were found between the successful and unsuccessful students for age, gender, birthplace, year of family's entry to the U.S., students' first language literacy, parent literacy in English, or family size. The educational experiences gathered from interviews provided details related to Hmong students' academic challenges. Most students appeared to be underprepared for postsecondary studies.