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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Relative to the all-student average, ever-ELs and current-ELs show larger gains in early grades and smaller gains in middle grades, a reversing grade pattern. → 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 · r2

Observational comparison of fall-to-spring growth across grades K-8 for ever-ELs and current-ELs versus the all-student average. The study reports that "ever-ELs and current-ELs make larger gains in the early grades but smaller gains in the middle grades." No effect sizes or test statistics are printed in the available text.

"Compared to the all-student average, ever-ELs and current-ELs make larger gains in the early grades but smaller gains in the middle grades."

Discussion¶

Related Claims¶

• All three English Learner groups have lower mean math and reading achievement than the all-student average in kindergarten — 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
• All three EL subgroups scored lower than never-ELs in math and reading throughout kindergarten to 4th grade — 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
• The study distinguishes three EL service-history groups with distinct achievement and growth profiles — related
• In math, EL groups grew more than never-ELs during academic years but lost more during summers — related