Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In math, dual language participants grew faster than nonparticipants during each school year in grades 2 to 5, but lost more learning during subsequent summers. → Angela Johnson 2020
Evidence¶
Angela Johnson 2020¶
Angela Johnson. (2020). Dual language education and academic growth. NWEA Research Working Paper. https://www.nwea.org/research/publication/dual-language-education-and-academic-growth/
q2 · i? · associational · r?
The piecewise multilevel growth model applied to administrative data from a large school district found that "dual language participants grew faster than nonparticipants during each school year in grades 2 to 5" while losing more over summers. No effect sizes are printed in the available text.
"In math, dual language participants grew faster than nonparticipants during each school year in grades 2 to 5 but lost more learning during subsequent summers."
Discussion¶
Related Claims¶
- Summer learning loss is common but not inevitable among K-12 students — the general claim this finding bears on, with the studies behind it
- Dual language participants started 2nd grade with lower achievement than nonparticipants — related
- Despite faster early math growth, dual language students did not learn more than their peers in the long run and the gap to the national average was not closing — reports the opposite
- In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
- In reading, dual language participants grew slightly more slowly during school years but lost less learning during summers, closing the gap with the national average — related
- Students who made the greatest school-year gains experienced the greatest summer learning loss — a broader claim this one bears on
- Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends — related
- In math, ELs grew more than never-ELs during academic years but lost more during summers — related
- NC Pre-K participants made greater gains than expected for normal developmental growth, with particular benefits for dual language learners and low-income students — related
- ELs lost more academic skill during summers than never-ELs in both math and reading — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dual-language-math-faster-school-year-growth-greater-summer-loss |
title |
Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers |
description |
Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — angela-johnson-2020 |
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