| This study sought to determine if there were differences in English and overall academic achievement between students that studied the Latin language in high school and students that took a modern foreign language like Spanish or French. Although the study of Latin had previously been supported as a means of improving English reading and writing skills, empirical research at the high school level to support these claims was deficient. While some studies had shown that Latin students attained greater English achievement than their modern language peers (Sheridan, 1976; Masciantonio, 1977), other studies failed to document this effect entirely (Burke, 1985; Haag and Stern, 2003). Additionally, most of the studies showing greater academic achievement were at least 20 years old and were conducted in elementary or middle school, not at the high school level.; Drawing from the tenets of second language acquisition theory (Walqui, 2000; Zhongganggao, 2001), this study tried to determine whether students that studied Latin demonstrated greater English and overall academic achievement. In order to make this evaluation, a records analysis was conducted for students who graduated from the same private high school in North Carolina, using a simultaneous cross-sectional design that analyzed the performance of students who graduated within the past ten years. The study used standardized testing scores and grades received during students' high school careers to make its assessments.; The study used ANCOVA, logistic regression and profile analysis of repeated measures procedures to determine that statistically significant differences existed between the academic achievement levels of students of the various languages, and that Latin students did actually achieve higher English and overall academic scores than their counterparts that studied Spanish and French. Furthermore, the study also showed an even more significant difference in math achievement levels, as well. It is hoped that the findings from this study will not only contribute to the existing research on foreign language study by filling the empirical research gaps that existed at the high school level, but also that these findings will have practical application by helping educational leaders make effective and efficient resource allocation decisions. |
