Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment

The current study research showed the nature and potential sources of gaps in mathematics achievement between English language learners (ELLs) non-English (non-ELLs). gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, Hierarchical Generalized Linear Model (HGLM). These were conducted at item level contrast to total test level. Results revealed that approaches identified 10 common items. items demonstrated favor non-ELLs. Findings from this will help educational researchers, administrators, policymakers understand so United States can be competitive middle school education. This also suggested writers developers should construct assessments where is equally accessible for ELL students.