Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey

Autor/inn/en	Roberts, Greg; Bryant, Diane
Titel	Early Mathematics Achievement Trajectories: English-Language Learner and Native English-Speaker Estimates, Using the Early Childhood Longitudinal Survey
Quelle	In: Developmental Psychology, 47 (2011) 4, S.916-930 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023865
Schlagwörter	School Readiness; Mathematics Achievement; Children; Kindergarten; Mathematics Skills; Grade 5; Native Speakers; English (Second Language); Second Language Learning; Longitudinal Studies; Trend Analysis; Language Proficiency; Spanish; Asian Americans; Socioeconomic Status; Hispanic Americans; Measures (Individuals); Mathematics Tests; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder; Mathematics ability; School year 05; 5. Schuljahr; Schuljahr 05; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trendanalyse; Language skill; Language skills; Sprachkompetenz; Spanisch; Asian immigrant; United States; Asiatischer Einwanderer; USA; Socio-economic status; Sozioökonomischer Status; Hispanic; Hispanoamerikaner; Messdaten
Abstract	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.) (As Provided).
Anmerkungen	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: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10