English Language Learners’ Math and Reading Achievement Trajectories in the Elementary Grades: Full Technical Report

Claudia Galindo
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.

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