The study distinguishes three EL service-history groups with distinct achievement and growth profiles¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study compares ever-ELs, ELs consistently eligible for service, and EL and Special Education dually-identified students as separate groups. → Johnson 2022

Evidence¶

Johnson 2022¶

Johnson, A. (2022). Achievement and growth for English Learners. Educational Policy, 37(4), 1044–1069. https://doi.org/10.1177/08959048211049419

q2 · i? · associational · r?

Definitional statement of the study's group taxonomy: the analysis treats "three groups of English Learners" defined by service eligibility history and dual identification, rather than pooling all ELs. No effect sizes printed for between-group differences among the three EL groups.

"three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students."

Discussion¶

Related Claims¶

• All three English Learner groups had lower K-4 test scores than never-ELs — related
• All three EL subgroups scored lower than never-ELs in math and reading throughout kindergarten to 4th grade — related
• Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss — related
• In math, EL groups grew more than never-ELs during academic years but lost more during summers — related
• 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
• 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 — related