Latino students' math learning trajectories in the early school years: The role of English ability and socioeconomic status

Hispanic population growth is significantly impacting the overall U.S. population. Hispanics are over-represented among individuals living in poverty and are considered a high-risk group within schools. During the past twenty years, research has emphasized the relevance of the early school years for future life chances and learning experiences (Entwisle & Alexander, 1988; 1993; Cunningham & Stanovich, 1997; Farkas & Beron, 2001). First grade children learn ten times more than high school students (Jencks, 1985), they show positive dispositions toward learning (Entwisle & Alexander, 1994), and the literacy and numeric skills acquired during this period are strong predictors of school achievement years later (Cunningham & Stanovich, 1997; Farkas & Beron, 2001). The early school years may be even more critical for Hispanic children who are predominantly children with foreign-born parents and are often raised in non-English speaking homes.; The proposed study, taking a longitudinal approach, used the ECLS-K database to examine Hispanic students' math learning trajectories between kindergarten and third grade. Specifically, this study described Hispanics' math achievement gaps in average math scores at kindergarten entry and growth rates by country of origin and generational status. In addition, I investigated the relative importance of Hispanic students' English ability and SES in shaping Hispanic students' learning trajectories. A piecewise linear growth model was used to estimate learning growth during kindergarten, in first grade, and between first and third grade. Hierarchical Linear Modeling was used to analyze two level models - assessments nested within students.; This study found important variability in math outcomes among Hispanic groups; variability that is generally masked when Hispanics of different countries of origin and generations are aggregated within one pan-ethnic denomination. Overall, Hispanic students could be clustered into two distinct groups. First and second generation Mexican, Puerto Rican, and Central American students are included in the first group. These students start kindergarten with significant math disadvantages that persist until third grade. The second group includes third+ generation Mexican, Cuban and South American students. This group show modest differences in average math scores at kindergarten entry and similar growth rates between kindergarten and third grade.; Moreover, SES and English ability effects on Hispanic students' educational outcomes vary across school grades and Hispanic groups. English ability and family SES have different levels of importance in reducing math achievement gaps, depending on time period and particular Hispanic group. English ability alone is crucial in explaining math achievement gaps between White students and Cuban, and South American students. English ability is also more important in explaining math achievement gaps at kindergarten entry and during kindergarten. In contrast, family SES is essential in explaining Mexican-White students math achievement gaps during first grade and from first to third grades.