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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In reading, dual language participants grew slightly more slowly during school years but lost less learning during the summers, closing the gap between themselves and the national average. → 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 piecewise multilevel growth model of district administrative data found that in reading "dual language participants grew slightly more slowly during school years but lost less learning during the summers," closing the gap to the national average. No effect sizes are printed in the available text.

"In reading, dual language participants grew slightly more slowly during school years but lost less learning during the summers, closing the gap between themselves and the national average."

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
• 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 — related
• 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 — 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
• Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends — related
• In reading, ELs grew less than never-ELs in K-1 but more in later grades, with greater summer loss — related
• Bilingual children acquire vocabulary and syntax in each language more slowly than monolingual children, yet show cognitive advantages and can match or surpass monolingual peers with support — related
• English learners can learn to read in English at the same rate as their monolingual peers in the primary grades — 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
• Dual language participants started 2nd grade with lower achievement than nonparticipants — related