English Language Learners’ Math and Reading Achievement Trajectories in the Elementary Grades: Full Technical Report
June 1, 2009 English Language Learners
This paper aims to provide detailed descriptive analyses of the patterns of language minority students' achievement.
Using the ECLS-K database, author Claudia Galindo examines language minority students’ math and reading learning trajectories between kindergarten and fifth grade, taking into account differences in oral English proficiency, race/ethnicity, and socioeconomic status. The author also briefly explores the implications of these findings for teaching, research, and policy.