Statewide mathematics achievement gaps between English learners and English speakers increased from 2015 to 2017, a pattern evident in all but one MiC district¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? The statewide English learner–English speaker score gap grew each year (scale-score differences of 41.5, 57.8, and 74.7), and the increasing pattern held in all MiC districts except Oceanside, where the gap closed. → Perry 2019

Evidence¶

Perry 2019¶

Perry, R., & Huang, K. (2019). Spotlight on student achievement: Analyses of statewide assessment data in Math in Common districts. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601900

q2 · i? · associational · r3

Slope analysis of student-level cohort data (Table 6) shows the statewide gap slope at 0.39 (2015–2016) and 0.29 (2016–2017); in Oceanside the gap between English learners and their English-speaking peers closed over the three years.

"Across the state, the achievement gap between these groups increased during the three-year period, and this pattern of an increasing gap across all three years is evident in all but one MiC district as well."

Discussion¶

Learner Variables¶

• Reading and Language — predictor: learners who differ on it differ in outcomes
• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• ELs lag behind peers in achievement and attainment partly due to limited exposure to academic content — the general claim this finding bears on, with the studies behind it
• English learners in nearly all MiC districts showed stronger annual CAASPP mathematics gains than their statewide peers from 2015 to 2017 despite remaining mostly at the lowest achievement level — related
• MiC district achievement on the CAASPP in mathematics generally followed the same statewide pattern from 2015 to 2018, with MiC districts slightly more homogeneous than non-selected districts — related
• Student cohorts in several MiC districts showed consistently higher mathematics achievement than the statewide average from 2015 to 2017, with wide district variability — related
• K-cohort English learners' 3rd-grade achievement improved in both ELA and math across successive kindergarten cohorts, shrinking gaps with never-ELs — related
• In Oceanside, teachers' successes in supporting student academic discourse diminished when teachers followed newly adopted instructional materials too closely — related
• VIP effects did not differ between English language learners and fluent English speakers in the study authors' analyses — related