Examining Early Mathematics Trajectories of English Language Learners


  • Taylor Lesner, University of Oregon
  • Nicole Heller, Doctoral Student


Early mathematics proficiency is critical for later academic success. English Language Learners (ELLs) may be especially in need of evidence-based support to acquire proficiency in mathematics. In this presentation, we examine how student- and teacher-level factors, including initial math skill and explicit instructional indicators, impact early mathematics growth trajectories of ELL students. Benefits to attendees include a research-informed understanding of using evidence-based practices, such as universal screening and explicit instruction, to support ELLs.

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