Research References
Garrett, R., Davis, E., & Eisner, R. (2019).
Student and school characteristics associated with academic
performance and English language proficiency among English
learner students in grades 3–8 in the Cleveland Metropolitan
School District
(REL 2019–003). U.S. Department of Education, Institute of
Education Sciences, National Center for Education Evaluation
and Regional Assistance, Regional Educational Laboratory
Midwest.
https://eric.ed.gov/?id=ED595192
From the ERIC abstract: “Cleveland Metropolitan School
District (CMSD) has witnessed an increase in the number of
English learner students in grades K-12 over recent years,
with students coming from more diverse backgrounds in
race/ethnicity, countries of needs in terms of languages,
cultures, and educational supports. The Cleveland Partnership
for English Learner Success—a partnership among CMSD’s
Multilingual Multicultural Education office, the research
office and researchers from Regional Educational Laboratory
Midwest—has prioritized identifying English learner student
and school characteristics associated with student achievement
and language proficiency. This will provide a step toward
improving district and school supports for English learner
students. Student and school data from 2011/12 through 2016/17
were obtained from the district administrative records. The
study examined means and percentages of student and school
characteristics and student achievement of English learner
students in grades 3-8 from school years 2011/12 through
2016/17. The study team examined these characteristics for
English learner students in grades 3-8 each year separately,
enabling the team to identify stable patterns while helping to
uncover changes over time. To explore associations with
achievement, the study developed a series of regression models
that correlated student and school characteristics with
student performance on statewide assessments while controlling
for other key characteristics. The study focused on the most
recent year of English learner outcomes available—2016/17—to
provide information that was most relevant to the current
English learner student population and educational setting.
Between 2011/12 and 2016/17, English learner students in the
district increasingly spoke languages other than Spanish. The
percentage of English learner students enrolled in the
district newcomer academy increased, while the percentage of
English learner students enrolled in bilingual schools
decreased. The study also found that English learner students
increasingly were enrolled in schools with school climate
scores higher than the district average over the study period,
and that the newcomer academy consistently had school climate
scores more than a standard deviation above the district
average. Student special education status and lower prior year
assessment performance were consistently associated with lower
current student performance. English learner students speaking
Arabic tended to have lower levels of English language
proficiency, while gifted and female students tended to have
higher English language proficiency. Students had lower
mathematics achievement when they attended a school with
larger numbers of English learner students per bilingual
paraprofessional, and lower speaking proficiency levels when
attending schools with larger numbers of students per
certified ESL teacher, but these school staffing
characteristics were not clearly associated with the other
student outcomes studied. School climate domains were
positively associated with student speaking proficiency
levels, but not with most other student outcomes. The study
findings suggest further work to gain a deeper understanding
of how school climate may support English learner student
language proficiency and achievement; examining how
specialized schools like the district’s newcomer academy may
support positive school climate; and considering the role of
staff specialized to work with English learner students.”
Lavery, M. R., Nutta, J., & Youngblood, A. (2019). Analyzing
student learning gains to evaluate differentiated teacher
preparation for fostering English learners’ achievement in
linguistically diverse classrooms.
Journal of Teacher Education, 70(4), 372–387.
https://eric.ed.gov/?id=EJ1224215. Retrieved from
https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1012&context=seflp_pubs.
From the ERIC abstract: “Researchers compared pre/post
classroom assessment scores of n = 8,326 K-12 students taught
by n = 288 teacher candidates to determine if a differentiated
teacher education program prepared them to support English
learners’ (ELs) achievement in classrooms including native and
nonnative speakers of English. Candidates in Group 1 comprised
academic subject (secondary mathematics, science, and social
studies) teacher candidates, who completed six teacher
preparation courses with 15 key assignments that included a
focus on ELs. Certification areas for Group 2 candidates
include language arts instruction (elementary, early
childhood, and secondary English language arts). Group 2
candidates completed from 12 to 15 courses with 41 to 50 key
assignments that included a focus on ELs. Results indicate
that teacher candidates in both groups helped narrow the gap
between ELs and non-ELs from pretests to posttests. ELs
performed no differently when taught by candidates from either
group. Implications for teacher preparation are discussed.”
Loeb, S., Soland, J., & Fox, L. (2014). Is a good teacher a
good teacher for all? Comparing value-added of teachers with
their English learners and non-English learners.
Educational Evaluation and Policy Analysis, 36(4),
457–475.
https://eric.ed.gov/?id=EJ1046263. Retrieved from
https://cepa.stanford.edu/sites/default/files/ELLVA_EEPA_accepted.pdf.
From the ERIC abstract: “Districts, states, and
researchers are using value-added models with increasing
frequency to evaluate educational policies and programs, as
well as teachers and other educators individually. Despite
their prevalence, little research assesses whether value-added
measures (VAM) are consistent across student subgroups. Are
teachers who are effective with one group of students also
effective with others? If they are not, then it may be
worthwhile to develop separate measures of teacher
effectiveness for different student groups; if they are, a
single average measure will likely suffice. Our article uses
data from a large urban district with a considerable English
learner (EL) population to compare teachers’ VAM with ELs to
the same teachers’ VAM with non-ELs. We find that teachers who
are effective with ELs also tend to be effective with their
non-ELs and vice versa. We also, however, find evidence that
some teachers are relatively more effective with ELs than with
non-ELs, and that this increased efficacy is predicted by a
teacher’s fluency in students’ home language and whether he or
she possesses a bilingual teaching certification.”
Master, B., Loeb, S, Whitney, C., & Wyckoff, J. (2016).
Different skills? Identifying differentially effective
teachers of English language learners.
Elementary School Journal, 117(2), 261–284.
https://eric.ed.gov/?id=EJ1122206. Retrieved from
https://files.eric.ed.gov/fulltext/ED529176.pdf.
From the ERIC abstract: Nationwide, K-12 students
designated as English language learners (ELLs) must learn both
language and content simultaneously, and ELLs score far below
the national average in math achievement. Many educators have
suggested that identifying or developing teachers with skills
specific to ELLs’ instructional needs may be critical to
addressing this challenge. This study seeks to identify the
characteristics and learning experiences of general education
teachers who are differentially effective at promoting math
achievement among ELLs compared to non-ELLs. Our analyses
indicate that individual teachers can learn specific skills
that make them more effective with ELL students. In
particular, prior experience teaching ELLs predicts
improvements in novice teachers' differential instructional
effectiveness with ELLs. We also find that both in-service and
pre-service training focused on ELL-specific instructional
strategies are associated with higher differential gains for
ELLs. Our findings lend support to the notion that general
education teachers can develop valuable ELL-specific
instructional skills.
Ruiz de Castilla, V. (2018).
Teacher certification and academic growth among English
Learner students in the Houston Independent School
District
(REL 2018-284). U.S. Department of Education, Institute of
Educational Sciences, National Center for Education Evaluation
and Regional Assistance, Regional Educational Laboratory
Southwest.
https://eric.ed.gov/?id=ED580928
From the ERIC abstract: “Aware of the challenges set
before the Houston Independent school District by rapid growth
in the numbers of English learner students, and a critical
shortage of teachers with bilingual certification for more
than a decade, members of Regional Educational Laboratory
Southwest's English Learners Research Alliance sought
information that districts can use when recruiting teachers
and assigning them to schools and classrooms that serve large
numbers of English learner students. To respond to this need,
this study examined the relationships between teacher
certification and growth in math and reading achievement and
English proficiency among English learner students using data
from the Houston Independent School District and the Texas
Education Agency. The study assessed whether a teacher’s
certification type—bilingual or English as a second
language—and certification route—additional exam (adding a
certification area to an existing classroom teaching
certificate by completing an exam), alternative (receiving
certification through a nontraditional route that allows one
to teach while completing the requirements), postbaccalaureate
(completing a university program offered to people with a
bachelor’s degree or higher), or traditional (obtaining a
bachelor’s degree in education from an accredited
university)—were correlated with growth in math achievement,
reading achievement, and English proficiency (as measured by
the most recent Texas state standardized exams) among English
learner students whose home language is Spanish. Key findings
from the main analysis are detailed and analyzed. Stakeholders
may find the results of the study useful for understanding the
teacher factors related to English learner student
achievement, assigning teachers to English learner student
classrooms at the school level, recruiting teachers at the
school or district level, and developing standards for
teachers of English learner students at the state level.”
Samson, J. F., & Lesaux, N. K. (2015). Disadvantaged language
minority students and their teachers: A national picture.
Teachers College Record, 117(2), 1–26.
https://eric.ed.gov/?id=EJ1047844. Retrieved from
https://www.researchgate.net/publication/279322581.
From the ERIC abstract: “Background: Educational
outcomes for language minority (LM) children are of great
concern across the nation because these students have lower
grades, are rated by their teachers as having lower skills,
perform worse on standardized tests, and are more likely to
drop out than are non-LM students. Given this context of
underperformance, there is a need for educators to better
understand the factors that are associated with their academic
outcomes. Purpose: This national study examines demographic
and school contexts of LM students as compared to their non-LM
peers to highlight the disparities between them that extend
beyond language differences. A nationally representative
sample of LM students and their peers participated in this
study, along with their parents and teachers, beginning with
kindergarten in fall 1998 and continuing in first, third, and
fifth grades. In particular, data on key student variables
(race, gender, etc.) and the characteristics of their teachers
were examined. Teacher characteristics included: years of
experience, certification status, highest educational level
achieved, and specialized coursework (reading methodology and
ESL). By comparing descriptive statistics for LM students and
their non-LM peers, the authors hoped to identify possible
factors that may contribute to the achievement gap between
these two groups. Research Design: For this descriptive and
comparative study using secondary data, the authors analyzed a
full sample of kindergarten students, including both LM and
non-LM students (n = 15,026), in order to describe key
demographic variables (i.e., gender, race, SES, etc.) for the
two subgroups. Proportions for each subgroup variable and
Fisher's exact test results were reported, in order to
determine statistically significant differences between groups
for categorical variables. The analytic subsample was then
restricted to students from homes in the two lowest SES
quintiles to compare mean values, associated t-tests, and
histograms for five dimensions of teacher background to
identify differences related to LM status.
Conclusions/Recommendations: This study demonstrated some of
the great disparities that exist between LM and non-LM
students that go beyond language differences including: 70% of
LM students come from the lowest SES group versus 37% of their
non-LM peers. Also, teachers of LM students had fewer years of
experience and lower rates of certification than teachers of
non-LM students. Finally, many teachers of LM students (as
much as 50% in first grade) reported feeling inadequately
prepared to teach LEP (limited English proficient) students.
These findings suggest the need for careful attention in the
form of educational policies that acknowledge the
disproportionate effect of poverty and low SES on LM students.
The negative effects of limited resources and inadequate
social capital overshadow limited English proficiency and
their ability to overcome academic challenges. Furthermore, it
is important for education decision-makers to recognize the
role that inexperienced, uncertified teachers may play in the
educational outcomes of LM students.”