The Effects of English Language Proficiency and Curricular Pathways: Latina/os’ Mathematics Achievement in Secondary Schools

Eduardo Mosqueda · Saúl I. Maldonado

35 citations0/0 files storedEquity & Excellence in Education

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Abstract

This study analyzes nationally-representative quantitative data from the first (2002) and second (2004) waves of the Educational Longitudinal Study to examine the relationship between Latina/o secondary school students’ degree of English-language proficiency (ELP), mathematics course-taking measures, and 12th grade mathematics achievement. Employing a Hierarchical Linear Models (HLM) analytic strategy to account for students’ clustering in specific schools, this study contributes empirical evidence that course-taking and ELP are influential predictors of 12th grade mathematics achievement. Findings from this study exemplify that maximizing Latina/os’ mathematics achievement requires access to rigorous mathematics coursework and the provision of pedagogical and institutional supports that develop students’ proficiency in both the mathematics register and ELP.

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1979National Council of Teachers of Mathematics 1992Handbook of research on mathematics teaching and learning 2002Legacies: the story of the immigrant second generation 2005Preparing teachers for a changing world: what teachers should learn and be able to do 2007Standards for Educational and Psychological Testing 2002Subtractive Schooling: US-Mexican Youth and the Politics of Caring 2001Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring 2006The Toolbox Revisited: Paths to Degree Completion From High School Through College.

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2018English Learners in K–12 Mathematics Education: A Review of the Literature 2019Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

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