The present study examined the association between a state's Language Instructional Educational Program (LIEP) policy and Latino children's early childhood mathematical achievement. Using a nationally representative sample of Latino children (n=3,820) from the Early Childhood Longitudinal Study-Kindergarten 2010-2011 cohort (ECLS-K: 2011), the impact of states LIEP policies were examined on Latino children's early math trajectories from kindergarten through third grade. Additionally, similar analyses were conducted on a comparison group of non-Latino, English-speaking students to explore the generalizability of LIEP policy effects. Associations between a state's language policy and initial math achievement were detected at the start of kindergarten for Latino children, such that smaller achievement differences were seen between English language learners' (ELL) and English-speaking Latino students in states with mandated bilingual LIEP policies (effect size = -0.52) in comparison to larger math achievement differences between ELLs and English-speaking Latino students in states with mandated English-only LIEP policies (effect size = -0.81). Consistent null findings were displayed for policy effects across time, suggesting that states' language policies did not affect student's academic trajectories in mathematics, regardless of their language status. In addition, the associations for the comparison group between a state's language policy and a student's initial mathematical achievement or later math trajectories are explored. Policy implications are discussed.