Grade 3 EQAO mathematics achievement testing: A comparison of French immersion students' results by language of testing

This study investigated the effect that language of testing had upon the Education Quality and Accountability Office mathematics assessment scores of grade 3 French Immersion students in Ontario during the 2003-2004 school year. The study also examined variables related to classroom instruction and their impact on student achievement.;Questionnaires were distributed to teachers of each participating class in the study. Results of the teacher questionnaires did not indicate any significant differences in classroom practice that may have accounted for the difference in student mathematics achievement.;When overall student achievement scores were analyzed, results demonstrated that students who completed the assessment in French achieved higher overall scores than those who wrote the assessment in English. Despite an attempt to identify a homogeneous sample of the grade 3 French Immersion population, it was not possible to acquire data that were completely comparable, and, as such, the results should be interpreted with caution.