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ERIC Number: EJ1010687
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1066-5684
The Effects of English Language Proficiency and Curricular Pathways: Latina/os' Mathematics Achievement in Secondary Schools
Mosqueda, Eduardo; Maldonado, Saul I.
Equity & Excellence in Education, v46 n2 p202-219 2013
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. (Contains 12 notes, 1 figure, and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A