Multilingual learners gained more in higher-tier programs than non-multilingual learners, with Tier 5 gains of 2.6–2.8 additional months¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i1 small
Currency · newest study 2022 · 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.

q3 i1 Multilingual learners in Tier 5 programs gained an additional 2.6–2.8 months of learning and development compared to multilingual learners in Tier 3 programs, and the benefits were larger than for non-multilingual learners in each area, though that pattern was not statistically significant. → Sussman 2022

Evidence¶

Sussman 2022¶

Sussman, J., Melnick, H., Newton, E., Kriener-Althen, K., Draney, K., Mangione, P., & Gochyyev, P. (2022). Preschool quality and child development: How are learning gains related to program ratings? Learning Policy Institute. https://learningpolicyinstitute.org/product/california-preschool-quality-ratings doi:10.54300/422.974

q3 · i1 · associational · r3

Regression analysis by multilingual learner status across three DRDP domains; Table 2 reports effect sizes up to 0.19 SD for multilingual learners in Tier 5 mathematics. The article notes the larger-gain pattern was "not statistically significant."

"Multilingual learners in Tier 5 programs gained an additional 2.6–2.8 months of learning and development compared to multilingual learners in Tier 3 programs. In addition, attendance in a higher-tier program was associated with relatively larger gains for multilingual learners than non-multilingual learners in each area"

Discussion¶

Learner Variables¶

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

Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — the general claim this finding bears on, with the studies behind it
Children with disabilities showed larger gains in higher-tier programs than children without disabilities — related
Children in Tier 4 and Tier 5 preschool programs gained more learning and development from fall to spring than children in Tier 3 programs — a broader claim this one bears on
Children from all racial/ethnic groups were projected to gain more in higher-tier programs, but most racial/ethnic differences were not statistically significant — related

Page metadata

Field	Value
`type`	`claim`
`id`	`multilingual-learners-larger-gains-higher-tiers`
`title`	`Multilingual learners gained more in higher-tier programs than non-multilingual learners, with Tier 5 gains of 2.6–2.8 additional months`
`description`	`Multilingual learners gained more in higher-tier programs than non-multilingual learners, with Tier 5 gains of 2.6–2.8 additional months`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `sussman-2022`

Frontmatter is the page's machine-readable record — see the Schema & Guide.