ABSTRACT
The purpose of this study is to determine the effects of home and primary language on the mathematics achievement of language minority students, controlling for other background variables and investigating the importance of specific intervening mechanisms. Over the past two decades a large and growing body of research literature has dealt with the school-related performance of language minority students and the possible correlates of such performance. Although the research findings are diverse, in nearly every study one language minority group or another is shown to demonstrate school performance below that of native English speakers.
