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English language learners consistently underperform their native English-speaking peers in educational achievement. Using the data from the Early Childhood Longitudinal Study, this study proposes to investigate ELLs’ early math achievement trajectories using growth mixture modeling, and explain the potential causes of achievement discrepancies between ELLs and their native English-speaking peers. The findings of the study may help educators make more informed and effective policies to improve the performance of ELL students.