English learners (ELs) are a growing demographic in schools nationwide. ELs are expected to demonstrate proficiency in core subjects like their non-EL counterparts. However, an achievement gap exists. To address the achievement disparity for ELs, schools seek certified ESOL (English to Speakers of Other Languages) teachers to provide the support…

Due in part to the challenges associated with learning a new language, English language learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like…

This longitudinal, quantitative study examined the differences in second language acquisition among "first-" and "second-year" English language learners (ELLs) who attended newcomer and comprehensive middle schools. The study is organized into six cohorts by students entering middle school between 2006 and 2013 then graduating…

Employing a mixed-methods research design, this study examines how a newly designed dual language program in an urban school advances language proficiencies among Spanish-English bilingual 6th graders in relation to content area achievement as measured on NYS standardized tests in English Language Arts and Math. It further investigates how…

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education.…

The problem is that translations of language in standardized mathematics tests are not provided, which reduces the achievement scores of native-Spanish-speaking English language learners (ELLs) in Grades 4 and 8. The purpose of this basic qualitative study was to explore teachers' perceptions of language translation for the National Assessment of…

The study examined the factors that influence the performance of students in selected public junior high schools in Ghana using English Language, Mathematics and Science as cases and also to determine whether these observed performances support the continued implementation of the national policy on progression. In all, 98 teachers and 982 Junior…

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives in English language…

Recent research suggests that using additional teachers to provide small-group instruction or tutoring substantially improves student learning. However, treatment effects on test scores can fade over time, and less is known about the lasting effects of such interventions. We leverage data from a Norwegian large-scale field experiment to examine…

This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges' g…

It is widely believed that the teacher is one of the most important factors influencing a student's success at school. In many countries, teachers' salaries and promotion prospects are determined by their students' performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim…

The purpose of this study is to investigate Indigenous pupils' achievement in Mathematics with Bilingual (Bahasa Melayu and Temiar) versions of mathematics tests. Both tests were based on Mathematics computation and word problem items. This study involved eight Orang Asli (Indigenous) primary students from eight schools in the district of Sungai…

Choice of instructional language is influenced by both previous and current perceptions of the value of a given language. For many South African learners, this has contributed to their education being presented either partially or entirely in a second or third language. This effectively limits their cultural capital and educational opportunities.…

We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school…

The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the largest nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and technology and engineering. This fact sheet reports only the reading and…