Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading¶
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? Dually-identified students (eligible for both EL and Special Education services) show smaller gains than the all-student average in math across all grades K-8 and in reading in kindergarten and 1st grade. → Angela Johnson 2020
Evidence¶
Angela Johnson 2020¶
Angela Johnson. (2020). Within-year achievement gains for English Learners. NWEA Research working paper. https://www.nwea.org/research/publication/within-year-achievement-gains-for-english-learners/
q2 · i? · associational · r?
Observational analysis of fall-to-spring gains for dually-identified students in grades K-8. The study reports that "Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading." No effect sizes are printed in the available text.
"Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading."
Discussion¶
Related Claims¶
- All three EL subgroups scored lower than never-ELs in math and reading throughout kindergarten to 4th grade — related
- All three English Learner groups have lower mean math and reading achievement than the all-student average in kindergarten — related
- Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss — related
- In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
- Ever-ELs and current-ELs make larger fall-to-spring gains than the all-student average in early grades but smaller gains in middle grades — related
- Ever-SPED students started kindergarten with lower math and reading scores and grew less than never-SPED students during the kindergarten school year — related
- The study distinguishes three EL service-history groups with distinct achievement and growth profiles — related
- All three English Learner groups had lower K-4 test scores than never-ELs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dually-identified-smaller-gains |
title |
Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading |
description |
Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading |
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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