A companion working paper examines the relationship between academic and social-emotional growth for English Language Learners¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q1 i? The brief is associated with a working paper titled on the page as examining the relationship between academic and social-emotional growth. → James Soland 2019
Evidence¶
James Soland 2019¶
James Soland. (2019). English Language Learners, self-efficacy, and the achievement gap. NWEA Research. https://www.nwea.org/research/publication/english-language-learners-self-efficacy-and-the-achievement-gap/
q1 · i? · associational · r?
The page lists an associated working paper under the heading "Working paper" with this title, framing the brief's topic as concerning "the relationship between academic and social-emotional growth." The page prints no results from that working paper.
"English Language Learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth"
Discussion¶
Related Claims¶
- ELLs start middle school roughly .6 SD lower in math and .65 SD lower in reading, with faster reading growth (.13 SD) but no significantly faster math or self-efficacy growth — related
- Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth — related
- An NWEA research brief examines how self-efficacy relates to the persistence of achievement gaps for English Language Learners; its landing page states no finding — possibly the same claim (merge candidate)
- Longitudinal partial strong measurement invariance of the four-item self-efficacy survey justifies fitting growth models to its scores — a narrower finding that bears on this claim
- Self-efficacy declines steadily for all students between 5th and 8th grade even while math and reading achievement grow — a narrower finding that bears on this claim
- Non-ELLs outscore ELLs in math, reading, and self-efficacy at every timepoint, with a 2015 self-efficacy gap exceeding .35 standard deviations — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ell-working-paper-academic-and-social-emotional-growth |
title |
A companion working paper examines the relationship between academic and social-emotional growth for English Language Learners |
description |
A companion working paper examines the relationship between academic and social-emotional growth for English Language Learners |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.