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¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · checked against its sources 2026-10-19 (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's landing page says only that it concerns the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners; it reports no finding about whether or how the two are related. → 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 publication landing page for this NWEA research brief describes its topic in one sentence: it invites readers to "Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners." No findings, statistics, sample, or methods are printed on the page, so the page does not establish that a relationship exists, and no effect size is available.
"Learn more about the relationship between self-efficacy and the persistence of achievement gaps for English Language Learners."
Discussion¶
The associated working paper listed on the page, "English Language Learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth", was published as Soland, J., & Sandilos, L. E. (2020), English Language Learners, Self-efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth, Journal of Education for Students Placed at Risk (JESPAR), doi:10.1080/10824669.2020.1787171; its findings have not been read into this page. (Crossref confirms the title, both authors and the 2020 date.)
Learner Variables¶
- Self-Efficacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Non-ELLs outscore ELLs in math, reading, and self-efficacy at every timepoint, with a 2015 self-efficacy gap exceeding .35 standard deviations — 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 — a narrower finding that bears on this claim
- A companion working paper examines the relationship between academic and social-emotional growth for English Language Learners — possibly the same claim (merge candidate)
- 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
- Self-efficacy declines steadily for all students between 5th and 8th grade even while math and reading achievement grow — related
- Longitudinal partial strong measurement invariance of the four-item self-efficacy survey justifies fitting growth models to its scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-efficacy-related-to-persistence-of-ell-achievement-gaps |
aliases |
self-efficacy-related-ell-achievement-gap |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-19 |
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.