Evaluating Early Mathematics Achievement Growth of Language-Minority Students and Native English Speakers Using the Early Childhood Longitudinal Study–Kindergarten 2011

• In Event: 47.078 - Longitudinal Studies of STEM Interests, Choices, and Outcomes

Abstract

Mathematics achievement has been an important indicator of later academic outcomes. However, the difference in early mathematics development between language-minority and native English speakers has not been well documented. Using the Early Childhood Longitudinal Study Kindergarten class of 2010-2011 (ECLS-K:2011) data, this study examines mathematics growth trajectories of students from kindergarten through third grade and compares these growth trajectories by students’ English language proficiency: native English speaker, language minority (LM) students with full proficiency, and LM with limited proficiency. Findings suggest that students’ mathematics growth is steeper in kindergarten and first grade compared to second and third grade, and the growth rate of LM students with limited English proficiency during kindergarten and first grade is slower than native English-speaking students.

Authors

• Hyun Joo Jung, University of Massachusetts - Amherst

• Bitnara Jasmine Park, American Institutes for Research

• Mengyi Li, American Institutes for Research

• Yuan Zhang, American Institutes for Research

• Thomas Y Sun, American Institutes for Research

• Xiaying Zheng, American Institutes for Research