Mathematics Achievement by Immigrant Children

Gary G. Huang

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Author

Gary G. Huang
Synectics for Management Decisions, Inc., Arlington VA (U.S.A.)

Gary Huang is a research sociologist working in education and public policy related areas. His research interests include minority children's socialization and schooling, institutional effects on learning, rural education, and cross-cultural research and communication. He works mainly with large-scale survey data analyses but has a broad interest in other approaches to research. Supported by a grant from U.S. Department of Education, he is currently working on a cross-dataset synthetic analysis looking at the district-level resource and student-level academic achievement relationships.

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