Language factors associated with achievement grouping in math classrooms: A cross-sectional and longitudinal study Article

Chang, M, Singh, K, Filer, K. (2009). Language factors associated with achievement grouping in math classrooms: A cross-sectional and longitudinal study . 20(1), 27-45. 10.1080/09243450802605704

cited authors

  • Chang, M; Singh, K; Filer, K

fiu authors

abstract

  • The study examines the effects of classroom achievement grouping (AG) practices on the early mathematics performance of language-minority students and compares their mathematics achievement to that of English-speaking majority students. Using a nationally representative database of the USA, both cross-sectional and longitudinal analyses were done. In the cross-sectional analyses we explored the direct effect of grouping practice on students performance, while in the longitudinal analysis we looked at the growth trajectory in mathematics learning. The results of cross-sectional analyses indicated that the effect of AG was negative on the math achievement in 1st and 5th graders. The longitudinal analysis showed a significant negative effect of AG for English Language Learners (ELL). The paper provides the basis for practical guidelines for the grouping practices in mathematics. © 2009 Taylor & Francis.

publication date

  • March 1, 2009

Digital Object Identifier (DOI)

start page

  • 27

end page

  • 45

volume

  • 20

issue

  • 1