Mathematics Achievement of Language-Minority Students During the Elementary Years (NCES 2009-036)

This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in first grade, as well as the gain in their scores between first and fifth grades. Scores are reported by three background characteristics--student's race/ethnicity, poverty status, and mother's education--that have been found to be related to achievement.