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The Effect of Early Enrollment in Dual-Language Immersion Programs on Children's English Reading Development: Findings from a 5-Year Longitudinal Study
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Shen, Ye; Wang, Rui; Zhang, Fan; Barbieri, Christina Areizaga; Pasquarella, Adrian – International Journal of Bilingual Education and Bilingualism, 2022
The present study examined the effect of children's enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI…
Descriptors: Longitudinal Studies, Bilingual Education Programs, Reading Achievement, Elementary School Students
English Learner Labeling: How English Learner Status Shapes Teacher Perceptions of Student Skills & the Moderating Role of Bilingual Instructional Settings. EdWorkingPaper No. 19-94
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Ilana Umansky; Hanna Dumont – Annenberg Institute for School Reform at Brown University, 2019
Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students' outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use coarsened exact matching to estimate the effect of EL…
Descriptors: English Learners, Classification, Teacher Attitudes, Teacher Student Relationship