Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Dually-identified students consistently had the lowest scores in reading, and gaps between them and other groups expanded over time, driven by larger summer learning loss. → Johnson 2022

Evidence¶

Johnson 2022¶

Johnson, A. (2022). Achievement and growth for English Learners. Educational Policy, 37(4), 1044–1069. https://doi.org/10.1177/08959048211049419

q2 · i? · associational · r2

Achievement trajectories plotted in Figure 2 for the kindergarten cohort show dually-identified students (2% of the full sample, 13% of ever-ELs) started kindergarten slightly below always-ELs with widening gaps and larger summer dips in both subjects.

"Dually-identified students consistently had the lowest scores, and the gaps between them and the other groups expanded over time, driven by larger summer learning loss."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

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
• In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
• All three EL subgroups scored lower than never-ELs in math and reading throughout kindergarten to 4th grade — related
• The reality of summer learning loss is more complex than the long-standing gap-widening account — related
• Low-income children's test scores drop relative to higher-income peers during the summer months — a broader claim this one bears on
• The rural–nonrural achievement divergence is driven by larger summer losses for rural students — related
• Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading — related
• Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends — related
• ELs lost more academic skill during summers than never-ELs in both math and reading — related
• In math, ELs grew more than never-ELs during academic years but lost more during summers — related
• In reading, ELs grew less than never-ELs in K-1 but more in later grades, with greater summer loss — related
• Steeper summer learning losses for students with disabilities contribute to widening disparities with peers — a broader claim this one bears on
• The study distinguishes three EL service-history groups with distinct achievement and growth profiles — related
• Ignoring summer loss changes which schools are identified as low performers — related
• On 2022 NAEP 8th- and 12th-grade reading and math exams, students who were both English learners and from low-income backgrounds scored lowest among four student groups, with less than one third scoring basic or above in reading and less than one quarter in math — related
• All three English Learner groups had lower K-4 test scores than never-ELs — related