A Case for Early Language Learning: Higher SAT Scores
The graduate paper continues . . .
Here’s the third installment of the Case for Early Language Learning series. In my research, I tried to zero in on a topic that might perk the ears of school administrators: test scores. I’ll let the data, facts and figures speak for themselves:
Elementary language programs allow for long sequences of foreign language study, resulting in higher SAT, ACT, and AP scores. The College Entrance Examination Board consistently reports that students who study languages score higher on both the verbal and math portions of the SAT. The more years of language study, the greater the results. In fact, four or more years of language study has a greater impact on SAT scores than four or more years of any other subject. Consider these gains of 2-year and 4-year language students versus those with no language background: (College Board, 2002)
|
Foreign Language Study |
SAT I Verbal |
SAT I Math |
|
2 years |
60 point gain |
48 point gain |
|
4 years |
149 point gain |
150 point gain |
Likewise, students who study a foreign language achieve higher reading and math scores on the ACT (Olsen and Brown, 1979.) AP French, German, and Spanish exam survey data also indicates a strong connection between a long sequence of language learning and higher AP scores. (Baum, Bischof & Rabiteau 2002.)
I’m thinking that my decent ACT score all those years ago was due to my four years of French. In my case, it certainly wasn’t because of my passion for math and science! It’s sad that so many high school students stop studying a language after two years, and many more choose not to study one at all. As a parent, I want my boys to receive the benefit of many, many years of language study. Don’t you?
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