Synthesize the following information for this research question: Is there a difference in4th grade MAP reading scores when considering whether students' parents are English speaking or not?

Li & Meng (2020) reveal in their research how American teachers can help Chinese ELL students comprehend obstacles they face as they transition to the United States. These obstacles include cultural shock, variations in the U.S. educational systems and family and cultural backgrounds. School structure, classroom environment, parental engagement and family backgrounds have significant impact on student experiences (Li & Meng, 2020). These variances can lead to a variety influences on the ELL such as learning outcomes, life experiences, cultural norms, and family dynamics. Li & Meng (2020) report that some ELL students may put family values over academic achievement causing the student to drop out of school. Other challenges ELL students may face is refugee status of the family which presents a unique problem of limited English proficiency, financial issues and mental health concerns (Li & Meng, 2020).Li & Meng (2020) demonstrate the long-term impact of parental education and involvement on children's learning in this study. Their research concludes that lower socioeconomic status (SES) level can influence family dynamics resulting in positive or negative interactions that impact student behavior and achievement in school. Furthermore, family SES has been shown to have a substantial impact on available resources in the home, ultimately affecting academic performance (Li & Meng, 2020) Lower SES has been linked to child behavior problems such as aggression, as well as poorer achievement-focused mindsets and learning outcomes. Furthermore, a family's socioeconomic status (SES) has a substantial impact on the resources available at home, which, in turn, affects academic performance.