Practices more likely to occur in kindergarten mathematics teachers’ instruction when English learners are present

Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present.     

Using Pictorial Glossaries as an Accommodation for English Learners: An Exploratory Study

In this article we explore the use of pictorial glossaries as an accommodation for English learners (ELs) with entry and emerging levels of English language proficiency. Drawing on survey responses from 98 middle school ELs and cognitive interviews with 10 of the survey participants, we examined the participants’ preferences and experiences with using accommodations and explored how some of them responded to NAEP mathematics items using pictorial glossaries. Our findings showed that the participants viewed the use of pictures, videos, and translations as useful, but they did not have a lot of experience using these types of accommodations. Also, we found that the pictorial glosses sometimes helped ELs with understanding the local meaning of words in the mathematics problems but not with the global meaning conveyed at the sentence level in the problems.     

Evaluating Computer-Based Test Accommodations for English Learners

Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed.     

English Learners’ Performance on a Measure of Dyslexia Risk

Many schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be “flagged” as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.     

English learners reclassification and academic achievement: Evidence from Minnesota

Providing appropriate learning environments for students who are not native English speakers is an important element of ensuring equal access to education for students from diverse ethnic backgrounds. This study evaluates the process for reclassifying English learner (EL) students as English proficient. Exploiting the threshold-based reclassification policy in Minnesota, we use a regression discontinuity design to recover counterfactuals— how much would EL students who were not reclassified due to the reclassification policy have improved in academic achievement had they been reclassified? We find that reclassification had no discernible effect on math and reading scores for 3rd-grade EL students, while reclassification increased the math scores of 6th-grade EL students. Our subgroup analysis finds that the positive effects of reclassification mostly depend on the large estimates in the first-year cohort of EL students. Taken altogether, these results imply that reclassification was unlikely to harm the 3rd- and 6th-grade EL students.     

Predictive Validity of Curriculum-Based Measures for English Learners at Varying English Proficiency Levels

This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring reading outcomes on a statewide assessment. Overall, results revealed that DORF was a stronger predictor of reading outcomes than was Daze. Although Daze was a significant predictor when examined individually, it did not explain significant additional variance beyond DORF. There was not a significant difference in the predictive validity of DORF or Daze for students of varying English proficiency levels. However, the predictive accuracy of DORF and Daze cut-scores varied by English proficiency levels. The results suggest that schools may consider minimizing assessment time by only using DORF when screening.     

College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula

English Learners (ELs) represent critical mass of K-12 students in public schools across the nation. However, states have failed to improve EL student academic outcomes, including college readiness. In 2013, California altered its school funding policy, providing additional support for English learners. Drawing on Vertical Equity and a Critical Community Strength Framework, this study examines the impact of local funding on college readiness among EL students by analyzing accountability plans and secondary data of 13 districts and assessing reforms using markers of college readiness. Document analysis shows: 1) school districts’ prioritization, 2) resource allocation based on those priorities, and 3) different approaches to operationalizing the construct of equity. Secondary data analysis reveals EL students lagged behind peers in performance on state assessments and enrollment in college preparatory and Advanced Placement varied across districts. These data confirm the critical need for intervention and targeted investment to raise overall college readiness rates among EL students in California and have national implications for states with growing Latino and EL student populations.     

The influence of race–ethnicity and physical activity levels on elementary school achievement

The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities.     

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 ^®). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are non-ELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.     

Representation visuals' impacts on science interest and reading comprehension of adolescent English learners

This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed.     

Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes

For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring.     

Exploring the contribution of classroom formats on teaching effectiveness and achievement in upper elementary classrooms

This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master’s degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math.     

Developing and assessing beginning teacher effectiveness: the potential of performance assessments

The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals. The research finds that teacher candidates’ PACT scores are significant predictors of their later teaching effectiveness as measured by their students’ achievement gains in both English language arts (ELA) and mathematics. Several subscales of the PACT are also influential in predicting later effectiveness: These include planning, assessment, and academic language development in ELA, and assessment and reflection in mathematics. In addition, large majorities of PACT candidates report that they acquired additional knowledge and skills for teaching by virtue of completing the assessment. Candidates’ feelings that they learned from the assessment were the strongest when they also felt well-supported by their program in learning to teach and in completing the assessment process.     

Mediation in the relationship among EL status,vocabulary, and science reading comprehension

The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed.     

Mainstream Teachers’ Implicit Beliefs about English Language Learners: An Implicit Association Test Study of Teacher Beliefs

Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test–EL, with correlations to explicit beliefs being made using the English-as-a-Second-Language (ESL) Students in Mainstream Classrooms: A Survey of Teachers’ Explicit Beliefs survey. Findings from the IAT–EL indicate a slightly negative implicit belief about ELs from 197 respondents. Implicit and explicit beliefs about ELs were not significantly correlated, which is in keeping with current Implicit Associate Test (IAT) literature.     

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills.     

English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches

Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of Curricular Streams to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the Curricular Streams within the schools’ broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL Curricular Streams: One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of Curricular Streams and school cultures that might increase ELs’ opportunity to learn and achieve the dual goals.     

Contextualising higher education assessment task words with an ‘anti-glossary’ approach

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly argues for greater dialogue between students (particularly ‘non-traditional’ students) and lecturers to help students understand and use such words. This paper presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for such dialogue, where many of these words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. We propose these factors be used in an ‘anti-glossary’ approach, which we describe here. This approach is not against glossaries per se, but counteracts the assumption that glossary definitions are explicit, and adopts a social constructivist contextualisation of the task words through teacher-led dialogue.     

National Assessment of New Standards for Mathematics in Elementary Education in Flanders

A baseline assessment of the new curriculum standards of mathematics for elementary education in Flanders is presented and discussed. A total of 24 measurement scales, each representing a cluster of standards, covered the whole mathematics curriculum. A total of 5,763 6th-grade students participated in the study. Performance on each scale was summarized by estimating the proportion of students who were nonmasters, intermediate, and good masters. Overall, the more innovative curriculum standards were mastered worse. Few gender differences in performance were observed.     

The Effects of Glossary and Read-Aloud Accommodations on English Language Learners’ Performance on a Mathematics Assessment

Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how students use the accommodations. Using a randomized experimental design and think-aloud procedure, the present study explored the effects of the two accommodations. Results showed no significant effect of glossary, mixed effects of read aloud, and significant interaction effects between students' prior content knowledge and accommodations, which suggests the accommodation was effective for students with content knowledge. Think-aloud data indicated that students were not familiar with, and did not actively utilize the glossary. Implications for the effective use of accommodations and future research are discussed.