GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who entered kindergarten as ELs received lower reading grades from second to sixth grade, but closed the gap by seventh grade, with no differences in reading or other core-class grades. → de la Torre 2019 q2 i? Students who began as ELs had Freshman OnTrack rates similar to students who were never classified as ELs. → de la Torre 2019 (2)

Evidence¶

de la Torre 2019¶

de la Torre, M., Blanchard, A., Allensworth, E.M., & Freire, S. (2019). English Learners in CPS: A new perspective. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

Descriptive analysis of course grades in core subjects across the three CPS cohorts, kindergarten through eighth grade. The report states GPAs were very similar overall, with the reading-grade difference limited to grades two through six. No effect size is printed.

"Students who entered kindergarten as ELs received lower grades in reading during these years, on average, compared to other students. But by seventh grade, they closed the gap, and there were no differences in students' grades in reading, or in other core classes."

de la Torre 2019 (2)¶

de la Torre, M., Blanchard, A., Allensworth, E.M., & Freire, S. (2019). English Learners in CPS: A new perspective. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

Descriptive comparison of ninth-grade Freshman OnTrack status, which the report describes as a predictor of on-time graduation based on course credits and failures. No effect size is printed.

"When they got to high school, they also had similar Freshman OnTrack rates—a predictor of on-time high school graduation, based on course credits (and failures)—as students who were never classified as ELs."

Discussion¶

Learner Variables¶

• 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
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs — related
• ELs who received bilingual education services had higher long-run attendance and academic outcomes than kindergartners who refused bilingual services — related
• ELs who did not reach proficiency by eighth grade showed continued growth but started first grade with much lower ACCESS scores, and rising grade-level thresholds meant they never met the proficiency cut — related
• Eighth-grade graduates fared better in the transition to high school over time, but Freshman OnTrack rates were not consistently higher than at similar schools — related
• Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs — related
• Students who began as ELs were not overidentified for special education services relative to students never classified as ELs — related
• English Learner classification in kindergarten negatively impacts teachers' perceptions of students' academic abilities, with a reduced negative effect in bilingual classroom settings — related
• In Virginia, Hispanic/Latino children labeled English Learners with low kindergarten literacy were 20 percent less likely to achieve grade-3 reading proficiency than similar peers — related
• Attending higher-rated schools (CPS School Quality Rating Policy) is associated with better math, reading, and English proficiency test outcomes for ELs — related
• Dual language programs are associated with higher achievement and with EB/non-EB achievement gap closure by seventh grade — related