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ERIC Number: EJ1448033
Record Type: Journal
Publication Date: 2024-Dec
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Reclassification and Multilingual Learners' Science Achievement
Mark B. Pacheco; F. Chris Curran; Lelydeyvis Boza; Amber W. Deig; Katharine T. Harris; Tiffany S. Tan
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n4 p1293-1323 2024
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners' science learning. More specifically, it traces multilingual learners' science academic achievement vis-à-vis science test scores over a six-year period using the nationally-representative Early Childhood Longitudinal Study of 2010-11 (ECLS-K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs' science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual-language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: 2100419