Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades

Autor/inn/en	Reardon, Sean F.; Galindo, Claudia
Titel	Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades
Quelle	In: Journal of Latinos and Education, 6 (2007) 3, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348430701312883
Schlagwörter	Mathematics Skills; White Students; Limited English Speaking; Mathematics Achievement; Hispanic American Students; Elementary School Students; Elementary School Mathematics; Low Achievement; Comparative Analysis; Racial Differences; Immigrants; Socioeconomic Influences; Family Income; Achievement Gains + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elementare Mathematik; Schulmathematik; Unterdurchschnittliche Leistung; Rassenunterschied; Immigrant; Immigrantin; Immigranten; Sozioökonomischer Faktor; Familieneinkommen; Achievement gain; Leistungssteigerung
Abstract	In this article, we describe patterns of Hispanic students' math skill development during elementary school using data from a nationally representative sample of Hispanic students assessed in math skills from kindergarten through 5th grade. Several robust patterns are evident. First, Hispanic students enter kindergarten with average math skills significantly lower than those of native-born, non-Hispanic White students, and similar to those of native-born non-Hispanic Black students. Second, Hispanic-White math proficiency gaps narrow from the start of kindergarten through 5th grade but do not disappear. Third, there is considerable variation in average math skills among Hispanic population subgroups, with recent immigrants and lower socioeconomic groups (Mexican and Central American students, particularly) exhibiting the lowest levels of math skill through elementary school. Fourth, a simple measure of family socioeconomic status accounts for most of the Hispanic-White gaps that remain by 5th grade. Fifth, Hispanic students with the least English exposure and proficiency in kindergarten have considerably lower math proficiency rates at the start of kindergarten than English-proficient Hispanic students and students from homes where English is spoken. However, students from non-English-speaking homes and students who are not proficient in spoken English at the start of kindergarten also exhibit more rapid gains in math skills during elementary school than do English-proficient Hispanic students and students from homes where English is spoken. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10