Bilingual Student’s Heterogenous Mathematics and Science Growth Trajectories From First to Fifth Grade

• In Event: Supporting Student Learning and Development During the Elementary School Years

Abstract

This study examines the learning trajectories of bilingual students in mathematics and science achievement from first to fifth grade. By considering the heterogeneity within the bilingual student population, it identifies five distinct groups based on home language interactivities and English proficiency. The research explores individual, family, and school factors that explain disparities in academic growth, guided by the antecedent, opportunity, and propensity framework. Findings reveal reciprocal relationships between mathematics and science achievement and shed light on the role of working memory. Furthermore, the study supports the benefits of bilingual instructional programs in promoting academic growth among bilingual students. This research contributes valuable insights into understanding and addressing the unique characteristics and learning trajectories of bilingual students in STEM education.

Authors

• Eric Hengyu Hu, University at Albany - SUNY

• Paul L. Morgan, University at Albany - SUNY