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¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
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? Despite growing faster in the beginning, dual language students did not learn more than their peers in the long run, and the gap between dual language students and the national average was not closing. → 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 · r2
The growth modeling of district administrative data found that "dual language students did not learn more than their peers in the long run" in math, with the gap to the national average not closing. No effect size is printed in the available text.
"Thus, despite growing faster in the beginning, dual language students did not learn more than their peers in the long run, and the gap between dual language students and the national average was not closing."
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
- 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 — reports the opposite
- 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
- In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
- Ever-ELs closed in on the national average by end of 4th grade, with Asian and White ever-ELs surpassing it in 2nd grade — related
- ELs lost more academic skill during summers than never-ELs in both math and reading — related
- Despite faster growth, students with low initial proficiency remained well below higher-proficiency peers after two school years, conforming to a pattern of stable differences in both reading and math — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dual-language-math-no-long-run-advantage-gap-not-closing |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
recheck_by |
2025 |
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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