Mathematics college readiness differences by the language status of Texas high school students
Year: 2025
Type: article
Study design: Observational Study
Abstract: The extent to which Emergent Bilingual students and non-Emergent Bilingual students differed in their performance on the Texas state-mandated Algebra I End-of-Couse exam for the 2018-2019, 2020-2021, and 2021-2022 school years was examined. Specifically addressed was whether gaps were present between Emergent Bilingual students and non-Emergent Bilingual students in the pre-pandemic year and the first and second-post-pandemic years. In all three years, Emergent Bilingual students had statistically significantly lower Algebra I End-of-Course exam performance than non-Emergent Bilingual students. Both groups of students exhibited substantial learning loss between the pre-pandemic year and the two post-pandemic years in all three Grade Level standards. An interesting finding is that neither group, Emergent Bilingual students nor non-Emergent Bilingual students, has recovered from the learning lost during the pandemic.
DOI: 10.32674/kf2q0d68
Authors: Lidia G. Calderon, John R. Slate, Clare A. Resilla, Tershundrea Branch
Institution: Sam Houston State University
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W4409843709