In math, EL groups grew more than never-ELs during academic years but lost more during summers¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q2 i? During academic years the three EL groups tended to grow more in math than never-ELs, with always-ELs highest; in summers ever-ELs lost the least and always-ELs and dually-identified students lost the most. → 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
Piecewise multilevel growth models (Model 2) estimated monthly learning rates for each group from MAP Growth scores, shown in Figure 3. The analysis found EL groups "tended to grow more during the year than never-ELs" in math, with summer loss patterns reversed by subgroup.
"In math, the three EL groups tended to grow more during the year than never-ELs, and always-ELs had the highest growth rates. In the summers, ever-ELs had the lowest math learning loss rates; always-ELs and dually-identified students had the highest."
Discussion¶
Learner Variables¶
- English-Learner Status — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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 reading, dual language participants grew slightly more slowly during school years but lost less learning during summers, closing the gap with the national average — related
- Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss — related
- 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
- 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
- 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 who made the greatest school-year gains experienced the greatest summer learning loss — related
- Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends — related
- Academic rebounding in reading and math was uneven across school years and summers, especially in reading — related
- Summer credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students — 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 — possibly the same claim (merge candidate)
- Students with disabilities in grades K-4 grow as much or more academically during some school years than peers without disabilities — related
- The study distinguishes three EL service-history groups with distinct achievement and growth profiles — related
- ELs lag behind peers in achievement and attainment partly due to limited exposure to academic content — 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
- 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
- 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
- In reading, ELs grew less than never-ELs in K-1 but more in later grades, with greater summer loss — 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
- ELs with identified disabilities made slower progress toward English skills and had lower attendance, and were more likely to opt out of bilingual services — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
el-math-faster-year-growth-higher-summer-loss |
title |
In math, EL groups grew more than never-ELs during academic years but lost more during summers |
description |
In math, EL groups grew more than never-ELs during academic years but lost more during summers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johnson-2022 |
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