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The Effect of Curricular Intervention on High-Potential English Learners’ Math Achievement — Jenny Yang, Seokhee Cho, & Gülnur Özbek

Monday, May 20, 2024, 1:45 – 3:15 pm, Lawrence D. McHugh Hall, Room MCHU 201

This longitudinal experimental study examines the effects of curricular intervention on the achievement trajectories of English Learners (ELs) over a 3-year period, from K to 2nd grade. Fifty-five ELs were randomly assigned to the experimental and comparison groups. The experimental group received an enriched math curriculum with language-integrated content instruction. The comparison group followed a regular grade-level curriculum. The experimental group outperformed the comparison group on tests in operations and algebraic thinking, number and operations, measurement and data, and geometry in years 2 and 3. The findings have significant implications for differentiated programming and effective instructional strategies for underserved students.