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Abstract

The predictive validity of each of several mathematics and language variables relative to criteria of grade point average (GPA) and word problem-solving skills for a group of 60 undergraduate Hispanic engineering and science students was investigated. For comparison purposes, the study also included a group of 73 monolingual technical undergraduates. Results showed a strong correlation between GPA and all language as well as mathematics variables for the bilingual group, but not for the monolingual group. The bilingual group also exhibited a persistent and statistically significant correlation between the language proficiency measures and scores on mathematics examinations that required almost no language processing, whereas no such correlation existed for the monolingual group.

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Predicting Academic Achievement Among Bilingual Hispanic College Technical Students 1 2

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