ELs who received bilingual education services had higher long-run attendance and academic outcomes than kindergartners who refused bilingual services¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? ELs receiving language supports through Bilingual Education Services had higher attendance and long-run academic outcomes than students who refused bilingual services in kindergarten. → de la Torre 2021

Evidence¶

de la Torre 2021¶

de la Torre, M., Freire, S., & Blanchard, A. (2021). English Learners in Chicago Public Schools: An exploration of the influence of pre-k and early grade years. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/English-learners-in-Chicago-Public-Schools-an-exploration-of-the-influence-of-pre-K

q2 · i? · associational · r?

The report compares ELs who "received language supports through their schools’ Bilingual Education Services" with students who refused bilingual services in kindergarten, finding higher attendance and long-run academic outcomes for service recipients. Observational; no effect size printed.

"ELs who received language supports through their schools’ Bilingual Education Services had higher attendance and academic outcomes in the long run than students who refused bilingual services in kindergarten."

Discussion¶

Related Claims¶

• Teaching students in a language they understand benefits both language learning and broader learning — the general claim this finding bears on, with the studies behind it
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs — related
• ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services — related
• Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs — related
• GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates — related
• English Learner classification in kindergarten negatively impacts teachers' perceptions of students' academic abilities, with a reduced negative effect in bilingual classroom settings — related