Abstract
The study focused on the relationship of English proficiency and math performance in a sample of high school students, including 47% English language learners (ELLs). Data sources included state math test scores, study-specific pre- and posttest scores, problem solving in an online math tutorial, and responses to a self-report assessment of mathematics self-concept. English conversational and reading proficiency data were available for the ELLs. Results indicated that math performance for the ELLs increased with English-reading proficiency in a nonlinear manner. ELLs' English-reading proficiency predicted math test scores, progress in the online math tutorial, and math self-concept.
Original language | English (US) |
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Pages (from-to) | 58-74 |
Number of pages | 17 |
Journal | Urban Education |
Volume | 45 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2010 |
Externally published | Yes |
Keywords
- Computer-assisted instruction
- English learners
- Mathematics
ASJC Scopus subject areas
- Education
- Urban Studies