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ERIC Number: EJ934434
Record Type: Journal
Publication Date: 2011-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 91
ISSN: ISSN-0012-1649
Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey
Roberts, Greg; Bryant, Diane
Developmental Psychology, v47 n4 p916-930 Jul 2011
This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient group, (c) evaluate the effect of low socioeconomic status (SES) for English-language proficient students and within different primary language groups, and (d) estimate language-group trends in specific mathematics skill areas. The group of English-language proficient English-language learners (ELLs) was disaggregated into native Spanish speakers and native speakers of Asian languages, the 2 most prevalent groups of ELLs in the United States. Results of multilevel latent variable growth modeling suggest that primary language may be less salient than SES in explaining the mathematics achievement of English-language proficient ELLs. The study also found that mathematics-related school readiness is a key factor in explaining subsequent achievement differences and that the readiness gap is prevalent across the range of mathematics-related skills. (Contains 6 tables and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Cited: ED559979