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Across K–4, all EL groups score lower than never-ELs. In math, ELs gain more during academic years but lose more during summers; reading shows mixed patterns with early gaps in K–1 and greater summer declines. Findings indicate summer support is needed to help ELs maintain and develop academic skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/achievement-and-growth-for-english-learners-study-on-el-achievement-and-growth-from-kindergarten-to-4th-grade/582853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/achievement-and-growth-for-english-learners-study-on-el-achievement-and-growth-from-kindergarten-to-4th-grade/582853.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which groups of English Learners are examined in the study?","Question",{"text":112,"@type":113},"The study examines three EL groups from kindergarten to 4th grade: ever-ELs, ELs consistently eligible for service, and EL and Special Education dually-identified students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do English Learners’ test scores compare with never-ELs across K–4?",{"text":117,"@type":113},"All three EL groups have lower test scores than never-ELs throughout kindergarten to 4th grade.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about summer support for English Learners?",{"text":121,"@type":113},"The results show that ELs lose more during summers in both math and reading patterns, indicating summer support is required to help ELs maintain and develop academic skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582853,1792162321,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","CENTER FOR  \nSCHOOL AND STUDENT PROGRESS  \nWORKING PAPER  \nAchievement and growth for English Learners  \nBy Angela Johnson  \nThe Center for School and Student Progress at NWEA Working Paper series is intended to widely disseminate and make easily accessible the results of researchers’ latest findings. The working papers in this series have not undergone peer review or been edited by NWEA. The working papers are widely available, to encourage discussion and input from the research community before publication in a formal, peer-reviewed journal. Unless otherwise indicated, working papers can be cited without permission of the author so long as the source is clearly referred to as a Center for School and Student Progress at NWEA working paper.  \nSuggested citation:  \nJohnson, A. (2022) . Achievement and growth for English Learners. (NWEA Center for School and Student Progress Working Paper) .  \nAchievement and Growth for English Learners  \nAngela Johnson  \nNWEA  \nAbstract  \nThis study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs during academic years but lost more during summers. In reading, ELs grew less than never-ELs in K-1 and grew more in later grades, but ELs also lost more during summers. These findings suggest summer support is required to help ELs maintain and develop academic skills.  \nAcknowledgements  \nThe author is grateful for helpful feedback from Nate Jensen, Megan Kuhfeld, and James Soland. This is the version of the manuscript accepted by Educational Policy.  \nLink to published article  \n[https://journals.sagepub.com/doi/abs/10.1177/08959048211049419](https://journals.sagepub.com/doi/abs/10.1177/08959048211049419)  \nAchievement and Growth for English Learners  \nEnglish Learners (ELs) in US public schools are a diverse student population. Every one in ten students has been classified as ELs at some point during their K-12 schooling (U. S. Department of Education (DOE), 2018) . In 2014-15, about 75% ofELs were Hispanic or Latino, 11% were Asian, and 6% were White (U.S. DOE, 2018) . Approximately 80% of EL students are US-born, reflecting the greater multilingualism in the nation (García & Kleifgen, 2018) .  \nEL students bring rich cultural and linguistic assets into their schools and in turn receive a variety of services and experiences. Some are educated in mainstream English monolingual classrooms, with or without language support; some spend a large fraction of their day in designated English language development (ELD) courses with other ELs (Gándara & Orfield, 2012); still others participate in dual language or bilingual programs, in which instruction is conducted in both their home language and in English (García & Kleifgen, 2018) . These different models foster and/or leverage students’ bilingual or multilingual skills to different extents and in some cases, not at all. In two-way dual language programs, ELs develop literacy and content knowledge in their home language as well as English while modeling their home language for native English speaker peers. In many English monolingual instructional environments, however, ELs’ home languages are not developed or acknowledged, resulting in deficit-driven depictions of EL students as semilingual instead of bilingual (Flores et al., 2015) .  \nConsistent with this language-deficit perspective, earlier research studies also tended to highlight EL underachievement by showing large gaps between the achievement of students currently receiving EL service and students who are native or fluent users of English (e.g., Carnoy & Garcia, 2017; Hemphill & Vanneman, 2011; Polat et al., 2016) . These comparisons ignore two important measurement and reporting practices that first set up and then","cbCaiv7pTPggUW3i","https://ap.wps.com/l/cbCaiv7pTPggUW3i","pdf",593432,32,"English","# Abstract\n# Acknowledgements\n# Link to published article\n# Background and context\n## English Learners in US public schools\n## Language-deficit perspective and measurement issues\n# Examining Within-Year Growth","[{\"question\":\"Which groups of English Learners are examined in the study?\",\"answer\":\"The study examines three EL groups from kindergarten to 4th grade: ever-ELs, ELs consistently eligible for service, and EL and Special Education dually-identified students.\"},{\"question\":\"How do English Learners’ test scores compare with never-ELs across K–4?\",\"answer\":\"All three EL groups have lower test scores than never-ELs throughout kindergarten to 4th grade.\"},{\"question\":\"What do the findings suggest about summer support for English Learners?\",\"answer\":\"The results show that ELs lose more during summers in both math and reading patterns, indicating summer support is required to help ELs maintain and develop academic skills.\"}]","Achievement and Growth for English Learners - Study on EL achievement and growth from kindergarten to 4th grade | PDF",1792044675,81]