Mathematics college readiness differences by the language status of Texas high school students

A multiyear, statewide investigation

Authors

  • Lidia G. Calderon Sam Houston State University
  • John R. Slate Sam Houston State University
  • Clare A. Resilla Sam Houston State University
  • Tershundrea Branch Sam Houston State University

DOI:

https://doi.org/10.32674/kf2q0d68

Keywords:

Mathematics college-readiness, Emergent Bilingual, Grade Level Standards

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.

Author Biographies

  • Lidia G. Calderon, Sam Houston State University

    Dr. Lidia Calderon was a recent graduate of the K-12 doctoral program in educational leadership at Sam Houston State University. She currently serves as the Professional Learning Program Director in the Aldine Independent School District. This article was part of her journal-ready dissertation recently completed and defended.

  • John R. Slate, Sam Houston State University

    Dr. John R. Slate is a Full Professor in the Department of Educational Leadership at Sam Houston State University. He is primarily involved in the K-12 Educational Leadership doctoral program. At SHSU, he has chaired 123 doctoral students to completion, and over 150 doctoral students to completion throughout his 40-year career. His major research interests involve analyses of national and state education databases for school improvement efforts.

  • Clare A. Resilla, Sam Houston State University

    Dr. Clare A. Resilla is an Assistant Professor in the Department of Educational Leadership at Sam Houston State University. She teaches in the master’s Principal Certification program and in the K-12 doctoral program in Educational Leadership. Her interests lie with Emergent Bilingual students and their performance in schools.

  • Tershundrea Branch, Sam Houston State University

    Dr. Tershundrea Branch is an Assistant Professor of Counselor Education and School Counseling Program Coordinator at Sam Houston State University. Her research is focused on exploring the intersectionality of School Counselor self-efficacy and School Counselor training, School Counselor Professional Identity, and disparities in mental health services and learning for students of color. She has a background in counseling, both clinical and school and is a Licensed Professional Counselor and well as a Certified School Counselor.

Additional Files

Published

2025-04-07

Issue

Vol. 9 (2025): American Journal of STEM Education: Issues and Perspectives

Section

Articles

How to Cite

Calderon, L. G., Slate, J. R., Resilla, C. A., & Branch, T. (2025). Mathematics college readiness differences by the language status of Texas high school students: A multiyear, statewide investigation. American Journal of STEM Education, 9, 1-20. https://doi.org/10.32674/kf2q0d68