This study analyzes nationally-representative quantitative data from the first (2002) and second (2004) waves of the Educational Longitudinal Study to examine the relationship between Latina/o secondary school students’ degree of English-language proficiency (ELP), mathematics course-taking measures, and 12th grade mathematics achievement. Employing a Hierarchical Linear Models (HLM) analytic strategy to account for students’ clustering in specific schools, this study contributes empirical evidence that course-taking and ELP are influential predictors of 12th grade mathematics achievement. Findings from this study exemplify that maximizing Latina/os’ mathematics achievement requires access to rigorous mathematics coursework and the provision of pedagogical and institutional supports that develop students’ proficiency in both the mathematics register and ELP.
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Mosqueda et al. (2013) studied this question.
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