Studying the Course-Taking and Achievement Gap Among Latino Native and Nonnative English Speakers

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  In Roundtable Session: Confronting Racial Inequalities in Mathematics Education

Abstract

This study uses the Education Longitudinal Study of 2002 to analyze the math and science coursetaking patterns and math achievement of Latino native and non-native English speakers. Results revealed there is a slightly higher rate of advanced math coursetaking by non-native English speakers, but a lower rate of advanced science coursetaking compared to their English-speaking peers. In addition, non-native English speakers had significantly lower math achievement scores compared to their counterparts. Findings from this study reveal that there are student, family, and school factors that might mediate any previously assumed gaps in coursetaking and achievement. These results have implications for researchers and policymakers to understand the gaps in achievement, pursuit, and persistence in math and science for non-native English speakers.

Author

• Myley Dang, Mathematica Policy Research, Inc