ERIC Number: EJ1412456
Record Type: Journal
Publication Date: 2024-Jan
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: EISSN-1935-102X
Classroom Concentration of English Learners and Their Reading Growth
Educational Researcher, v53 n1 p54-58 2024
In this brief, we use a nationally representative sample of ever-English learners (ELs; N = 783) to examine relations between EL concentration within classrooms and reading growth between kindergarten and Grade 5. Piecewise growth models were used to estimate relations for four developmental periods (K-1, Grades 1-2, Grades 2-3, and Grades 3-5). Results indicate nonsignificant, trivially sized relations for classroom EL concentration across periods, with and without controls for school concentration and student characteristics. Results were robust across multiple specifications. Findings call into doubt the academic benefits of the common practice of grouping ELs together in particular classrooms.
Descriptors: English Language Learners, Classroom Environment, Elementary School Students, Student Characteristics, Grouping (Instructional Purposes), Reading Achievement
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Related Records: ED632126
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R305B140037; R305A200069