Disparities in Math Teachers’ Collective Responsibility and English Learner Outcomes: A National Longitudinal Study

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Abstract

This study investigates how mathematics teachers’ perceptions of collective responsibility impact English Learner (EL) outcomes using nationally representative data from HSLS:09. Drawing on Social Constructivism, the Theory of Planned Behavior, and Communities of Practice, this study examines whether collective responsibility differs across EL subgroups (Current, Reclassified, Never ELs), and whether it predicts 11th-grade math achievement and self-efficacy. While no overall effects emerged, Reclassified ELs experienced significantly higher self-efficacy in settings with high teacher collaboration. Findings highlight the importance of sustaining collective supports for students post-reclassification and refining collaboration to center EL-specific needs. Implications extend to teacher professional learning, equity policy, and the structure of departmental collaboration in secondary mathematics education.

Author

• Guillermo Lopez, Claremont Graduate University