Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories

Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America...

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Bibliographic Details
Published inAmerican journal of education Vol. 122; no. 4; pp. 505 - 535
Main Authors Bottia, Martha Cecilia, Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth, Valentino, Lauren
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.08.2016
Subjects
Achievement Gains
Age Differences
Children
Correlation
Early Childhood Longitudinal Survey
Elementary Education
English (Second Language)
Hispanic American Students
Kindergarten
Language Usage
Longitudinal Studies
Low Achievement
Mathematics Achievement
Surveys
Teacher Collaboration
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Summary:Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home.
ISSN:0195-6744
DOI:10.1086/687274