Teacher collaboration and latinos/as’ mathematics achievement trajectories


Journal Article

© 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.

Full Text

Duke Authors

Cited Authors

  • Bottia, MC; Valentino, L; Moller, S; Arlin Mickelson, R; Stearns, E

Published Date

  • August 1, 2016

Published In

Volume / Issue

  • 122 / 4

Start / End Page

  • 505 - 535

International Standard Serial Number (ISSN)

  • 0195-6744

Digital Object Identifier (DOI)

  • 10.1086/687274

Citation Source

  • Scopus