About
Compared to native-English speakers, language-minority children in the United States begin kindergarten with math scores about three-fourths of a standard deviation lower. There is growing research that finds that English Language Learners of all types are being left behind. And there is a deepening interest in the early math field to develop a better understanding of how these gaps can be addressed.
Here we have an expanding library of resources devoted to or related to supporting young English learners in math class and with math thinking.
Promising Math
Access to math for young English Language Learners (ELLs) was the topic of our biennial Promising Math conference in 2017. The resources found on the event page and ongoing resources on our website here are meant to further the discussion and push the topic in helpful directions.