The Effect of an Advanced Math Curriculum on the Math Achievement and English Proficiency of Mathematically Promising English Language Learners

• In Event: Roundtable Session 25
  In Roundtable Session: Programs for the Gifted, Creative, and Talented

Abstract

There is a paucity of evidence-based practices for educating gifted ELL students. The purpose of this study was to evaluate the effectiveness of the Mentoring Mathematical Minds (M3) curriculum on math achievement and English proficiency of mathematically promising ELL students (MPELLs). 194 third-grade ELL students from seven urban public schools were randomly assigned to the treatment and control groups. The students’ math achievement and English proficiency were assessed with the Iowa Test of Basic Skills (ITBS) and the Stanford English Language Proficiency Test (SELP) respectively. ANCOVA results showed the treatment group to have significantly higher math and English proficiency scores than the control group after one year. The M3 proved to be effective in meeting the educational needs of MPELLs.

Authors

• Seokhee Cho, St. John's University

• Jenny Yang, St. John's University

• Marcella Mandracchia, St. John's University