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Title:  Mathematics Achievement of Language-Minority Students During the Elementary Years
Description: This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, as well as the gain in their scores between 1st and 5th grades. Scores are reported by three background characteristics--studentís race/ethnicity, poverty status, and motherís education--that have been found to be related to achievement. The findings indicate that language-minority students (English Proficient students and English Language Learners) scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, gain score differences within and between the language groups were found by student background characteristics. For example, Asian language-minority students made greater gains than their Hispanic peers.
Online Availability:
Cover Date: December 2008
Web Release: December 16, 2008
Publication #: NCES 2009036REV
Center/Program: NCES
Authors: Gillian Hampden-Thompson, Gail Mulligan, Akemi Kinukawa, and Tamara Halle
Type of Product: Issue Brief
Survey/Program Areas: Early Childhood Longitudinal Study (ECLS)
Keywords:
Questions: For questions about the content of this Issue Brief, please contact:
Lisa Hudson.
 
 
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education