English Language Proficiency and Math and Reading Achievement of Persian-Speaking Students in Elementary School: The Mediating Role of Self-Efficacy

Author

• Katayoun Keshtkaran, University of the PacificFollow

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Counseling and School Psychology

First Advisor

Amy Scott Brown, Ph.D

First Committee Member

Justin Low, Ph.D

Second Committee Member

Jeremy D. Greene, Ed.D.

Abstract

English Language Learners (ELLs) are among the fastest-growing student populations in the United States. Despite this increase, persistent achievement gaps in reading and mathematics remain a significant concern, particularly during the elementary years when foundational academic skills are established. While research has documented these gaps among ELLs in general, relatively little attention has been paid to Persian-speaking students, whose numbers have steadily increased in the United States. Given the importance of academic achievement of Persian-speaking students, the current study explored the relation between English language proficiency and Academic achievement in reading and math, and weather self-efficacy mediated this relation. This quantitative study examined the relationships between English language proficiency and academic achievement in reading and mathematics among Persian-speaking students in grades three through five and explored whether self-efficacy mediates these relationships, employing structural equation modeling to analyze existing data from a school district in Northern California. The study included 88 Persian-speaking participants enrolled in third to fifth grade. English proficiency was assessed using the English language proficiency Assessments for California (ELPAC), academic achievement was measured by the Smarter Balanced Summative Assessments in English Language Arts and mathematics, and self-efficacy was evaluated with the Panorama Social-Emotional Learning Student Survey. Gender and length of U.S. residency were included as control variables. The results showed that English language proficiency was a significant predictor of achievement in both reading and mathematics and was also linked to higher selfefficacy. Selfefficacy, in turn, significantly predicted academic achievement in both subjects. Mediation analysis indicated that selfefficacy played a significant mediating role in the relationship between English proficiency and mathematics achievement but did not mediate the relationship between English proficiency and reading achievement. Gender did not significantly predict outcomes, whereas length of U.S. residency was negatively associated with mathematics achievement. The mediation analysis also revealed inconsistent mediation: the negative direct effect of Years of U.S. Residence on mathematics achievement was countered by a positive indirect effect through English language proficiency, indicating that longer U.S. residency was associated with lower math performance directly but higher performance indirectly through improved English proficiency. These findings highlight the importance of supporting both language development and self-efficacy to promote academic success among Persian-speaking ELL students. The results of this study suggest that educational practices should focus on building students’ academic confidence alongside English proficiency, while providing balanced support in both reading and mathematics.

Pages

61

Recommended Citation

Keshtkaran, Katayoun. (2026). English Language Proficiency and Math and Reading Achievement of Persian-Speaking Students in Elementary School: The Mediating Role of Self-Efficacy. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4326