Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency

This study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression...