ELL students taught by IC teachers outperform ELL control students in English Language Arts by .25 (p<.001)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (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.

q3 i? ELL students taught by IC teachers significantly outperformed ELL control students in English Language Arts, outperforming their control counterparts by .25 (p<.001). → Portes 2016

Evidence¶

Portes 2016¶

Portes, P. R., Gonzalez Canche, M. S., & Stollberg, R. (2016). Early RCT Findings for ELL Elementary Student Learning Outcomes After a Two-Year Pedagogical Intervention. SREE Spring 2016 Conference. https://eric.ed.gov/?id=ED567010

q3 · i? · causal · r2

OLS analysis of standardized CRCT ELA scores for the ELL subsample (n=766 across two cohorts; Table 7 reports 748 observations, Treatment 0.250, SE 0.070, p<.01). The article states treated ELL students "outperformed their control counterparts by .25" in English Language Arts. No standardized effect size is printed.

"In terms of coefficient magnitudes, treated ELL students outperformed their control counterparts by .25 (p. <.001) in English Language Arts."

Discussion¶

Learner Variables¶

English-Learner Status — moderator: an instructional effect differs with it

IC treatment students outperform controls in English Language Arts across the full sample (β = .120, p<.05) — a broader claim this one bears on
ELL students taught by IC teachers outperform ELL controls in Math (0.147) and Science (0.139), marginal at p<.10 — related
The ELL ELA gain is driven mainly by fifth-grade female ELL students (β = .342, p<.001) — a narrower finding that bears on this claim

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