Downward trends in Ontario’s math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants’ test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners’ (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students.
Keywords: math achievement patterns, English Language Learners, standardized assessments, test-driven accountability, latent class analysis