Teachers' Attributions of Language Proficiency, Mathematics Achievement, and School Context Measures: an Exploratory Study

This study examines the mathematics achievement of Latino native English speakers compared to non-native English speakers in U.S. high schools. We specifically focus on how academic tracking can influence mathematics achievement and, at the same time, whether having access to a mathematics teaching with specialized training in teaching English as a Second Language (ESL) students can help mitigated the negative impact of tracking on their mathematics achievement outcomes. Using the Education Longitudinal Study of 2002 (ELS:2002) dataset, we analyze a nationally representative sub-sample of 2,234 immigrant and non-immigrant Latino 10 graders. We use Hierarchical Linear Models (HLM) regression analysis to fit multi-level models that describe each student’s mathematics achievement as a function of: 1) their English proficiency, 2) their placement in a general or academic track in school, 3) whether they are provided with native language support, and, 4) the teacher’s attributions regarding the role of language in mathematics achievement. By illuminating the effects of academic tracking of Latino English learners, this research will help us address the achievement gap in math test scores between Latinos and Whites and among English proficient and non-proficient Latino students.