Teacher collaboration and latinos/as’ mathematics achievement trajectories
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© 2016 by The University of Chicago.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.
Published Version (Please cite this version)10.1086/687274
Publication InfoBottia, MC; Valentino, Lauren; Moller, S; Mickelson, RA; & Stearns, E (2016). Teacher collaboration and latinos/as’ mathematics achievement trajectories. American Journal of Education, 122(4). pp. 505-535. 10.1086/687274. Retrieved from http://hdl.handle.net/10161/13684.
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Lauren Valentino is a PhD candidate in Sociology at Duke University. Her areas of interest include culture and cognition, and stratification and inequality. Her current research examines the social patterns in cultural perceptions of the education system, labor market, and social movements. Her work has been published in Social Forces, Poetics, Social Problems, Social Currents, and Economics of Education Review, among other outlets.