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To address the early performance gap between native-born and immigrant children and to seek ways to reduce the disparity, the study explored the effect of teacher qualification on early math skills of preschoolers, with focused attention to immigrant children. Particularly, the study examined the effects of teacher educational levels, certification, and professional training, by employing Hierarchical Linear Modeling (HLM) analysis to a US nationally representative database from the Head Start Family and Child Experiences (FACES). The study found a significantly positive effect of teacher qualification for immigrant preschoolers in Head Start, who displayed lower early math skills than their native-born counterparts. Among immigrant preschoolers, those who were with teachers of lower educational levels showed significantly lower early math skills compared with their immigrant peers with teachers of higher …