Understanding the Trajectories of Math Achievement: What Is the Role of Language and Literacy?

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-9 - Improving Mathematics Teaching and Assessment for English Learners

Abstract

Educators and researchers agree there is a need to support student’s math achievement, as rates of success trend downward. To better understand this trend, this study targeted students’ specific language and literacy-related characteristic to identify those constituting the group who struggle to meet standards. Using trajectories of math performance identified through latent class analysis, this study identified factors in grade three, reading and writing achievement, language background, especially for student foreign-born/English proficient and domestic-born/English language learner, and gender as strong predictors of math achievement in grade six. These findings underscore the relationship between math and literacy, suggest the need to adjust criteria that qualifies students for language supports, while also bringing into question the validity of standardized assessments of math.

Authors

• Ellen Fesseha, University of Toronto

• Nellie Kamkar, University of Toronto

• Eunice Eunhee Jang, University of Toronto