NWEA working paper on English Language Learners, self-efficacy, and the achievement gap¶

Element · All elements
Evidence · 7 claims (7 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 7 claims rest on one study

Description¶

An associated NWEA working paper titled "English Language Learners, self-efficacy, and the achievement gap: understanding the relationship between academic and social-emotional growth". The webinar page lists it under "Associated Research" as the extended research product accompanying the presentation, framing its focus as the link between academic and social-emotional growth for ELLs.

Design Implications¶

Context¶

Requirements¶

• Readers should consult the working paper itself for the study design and findings, which are not printed on this page

Constraints¶

Target Learners¶

• English Language Learners (ELLs)

Target Learning Goals¶

• academic growth
• social-emotional growth
• self-efficacy

Claims¶

• Self-efficacy is related to the achievement gap for English Language Learners [+W]
• A companion working paper examines the relationship between academic and social-emotional growth for English Language Learners [+W]
• 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 [+M]
• 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 [+M]
• Self-efficacy declines steadily for all students between 5th and 8th grade even while math and reading achievement grow [+M]
• Non-ELLs outscore ELLs in math, reading, and self-efficacy at every timepoint, with a 2015 self-efficacy gap exceeding .35 standard deviations [+M]
• Longitudinal partial strong measurement invariance of the four-item self-efficacy survey justifies fitting growth models to its scores [+M]

Related Elements¶

• NWEA research brief on English Language Learners, self-efficacy, and the achievement gap
• Associated white paper: Evaluating the relationships between poverty and school performance

Examples¶

• Find ways to improve academic self-efficacy among ELLs to support faster academic growth and gap closing

Key Sources¶

• James Soland. (2019). Self-efficacy and the ELL achievement gap. NWEA Research. https://www.nwea.org/research/publication/self-efficacy-and-the-ell-achievement-gap/