Early Language Proficiencies in Both Spanish and English Predict Later Academic Achievement in English Language Arts and Mathematics of Latino Children of Immigrants

Given the growing linguistic diversity in U.S. schools, there is a need to better understand how early dual language abilities contribute to later academic achievement. This study investigates English and Spanish oral language proficiencies at kindergarten as predictors of academic performance in third, fourth, fifth, and sixth grades among second-generation Latino children of immigrants (N = 228). Children’s early English and Spanish abilities were directly assessed using the Woodcock Language Proficiency Battery–Revised, and achievement outcomes were obtained from state standardized exams (MCAS) administered in English for English Language Arts (ELA) and Mathematics. A series of multiple regression models controlling for poverty, gender, and maternal education documented that English proficiency at kindergarten predicted ELA and Math performance across all four grade levels. Importantly, early Spanish proficiency uniquely contributed to later achievement above and beyond English, predicting ELA across all four grade levels and Math outcomes in third, fourth, and fifth grades. Overall, models explained moderate proportions of variance in academic performance (R2 = 0.20–0.35). Both English and Spanish proficiencies at school entry meaningfully predict long-term academic outcomes, drawing attention to the educational value of supporting the development of children’s dual language abilities. These findings support evidence-based practices and policies that leverage emergent bilingual children’s full linguistic repertoire to promote equitable academic success.