Teacher collaboration and latinos/as’ mathematics achievement trajectories

Thumbnail Image



Journal Title

Journal ISSN

Volume Title

Repository Usage Stats


Citation Stats


© 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)


Publication Info

Bottia, MC, L Valentino, S Moller, R Arlin Mickelson and E Stearns (2016). Teacher collaboration and latinos/as’ mathematics achievement trajectories. American Journal of Education, 122(4). pp. 505–535. 10.1086/687274 Retrieved from https://hdl.handle.net/10161/13684.

This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.

Unless otherwise indicated, scholarly articles published by Duke faculty members are made available here with a CC-BY-NC (Creative Commons Attribution Non-Commercial) license, as enabled by the Duke Open Access Policy. If you wish to use the materials in ways not already permitted under CC-BY-NC, please consult the copyright owner. Other materials are made available here through the author’s grant of a non-exclusive license to make their work openly accessible.