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Tracks ML science test score trajectories from kindergarten through fifth grade with descriptive statistics and regression analyses. Finds substantial variation across ML subgroups and documents rapid science gains across elementary years compared with non-ML peers. Provides an early, nationally representative foundation for policy, classroom practice, and future research on how ML linguistic assets support science learning.",{"@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/multilingual-learners-and-elementary-science-achievement-exploring-trends-and-heterogeneity-across-subgroups/590221/",{"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/multilingual-learners-and-elementary-science-achievement-exploring-trends-and-heterogeneity-across-subgroups/590221.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data and grades does the study use to analyze multilingual learners’ science achievement?","Question",{"text":112,"@type":113},"The study uses nationally representative Early Childhood Longitudinal Study data from 2010–2011 and examines ML science test-score trajectories from kindergarten through fifth grade.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze trends in science performance for multilingual learners?",{"text":117,"@type":113},"It applies descriptive statistics and regression analyses to document score trajectories and compare performance across ML subgroups and non-ML peers.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about multilingual learners’ science achievement over elementary school years?",{"text":121,"@type":113},"The findings show wide variation across ML subgroups and rapid gains in science performance from elementary years compared with non-ML students.","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},590221,1792161010,{"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":39,"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},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–29 DOI: 10. 1177/23328584241303498  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nMultilingual Learners and Elementary Science Achievement: Exploring Trends and Heterogeneity Across Subgroups  \nF. Chris Curran  \nMark B. Pacheco  \nLelydeyvis Boza  \nKatharine Harris-Walls  \nTiffany Tan  \nUniversity of Florida  \nAmber Deig  \nUniversity of Southern Mississippi  \nMultilingual learners (MLs) represent an increasing proportion of public school students. Although much attention has been given to their academic performance in English language arts and math, less research has addressed their academic performance in science, particularly in elementary school. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to document the science test score trajectories of MLs from kindergarten through fifth grade. Using descriptive statistics and regression analyses, our findings document wide variation in elementary science test performance among subgroups of MLs while also documenting the rapid gains this group makes in science performance across the elementary years compared with non-MLs. Our study is among the first to use nationally representative data to examine science learning trajectories of MLs and provides a foundation for policy, practice, and future research aimed at understanding how the linguistic assets of MLs promote science learning.  \nKeywords: science education, policy, educational policy, descriptive analysis, regression analyses  \nIntroduction  \nStudents who are in the process of adding English to their linguistic repertoires while coming from a household where a non-English language is regularly spoken represent an increasing proportion of students in U.S. public schools (American Academy of Arts & Sciences, 2016; National Center for Education Statistics, 2023) . Such students include those who receive English learner services at school but also a broader set of students who navigate elementary school from a multilingual perspective. A number of terms have been used to describe this group or subgroups therein including English language learners (ELLs), English learners (ELs), emergent bilinguals, and multilingual learners (MLs) . As their presence continues to expand (National Center for Education Statistics, 2023), there has been increasing attention to their academic performance in schools.  \nIn this study, we adopt the term multilingual learner (ML) to describe students who come from households where a language other than English is regularly spoken. This group includes students who receive formal EL services at schools, a subgroup that is identified by school personnel  \nthrough a formal process that indicates their native language and assesses their English proficiency often at school entry. We also use the term inclusively of a broader set of students who come from households where a non-English language is regularly spoken, reflecting our interest in this broader group and a growing body of literature that demonstrates variation in both ELs and MLs more generally (Goodrich et al., 2021; Sattin-Bajaj & Mavrogordato, 2019) . In particular, recent research has pointed to the limitations of focusing only on those receiving EL services at school (Kieffer & Thompson, 2018; Thompson et al., 2023) . Such work suggests that MLs, including those receiving EL services but also those not receiving EL services (such as those who have been reclassified, not yet identified for services, or whose English proficiency does not qualify for services), have unique educational experiences and trajectories that may differ from each other and their non-ML peers (Pacheco et al., 2024; Thompson et al., 2023). For example, Umansky (2016) found that ","cbCaiiqicZ6JbJRv","https://ap.wps.com/l/cbCaiiqicZ6JbJRv","pdf",2901861,29,"English","# Introduction\n# Study Design and Data\n## Research Approach\n# Key Findings\n# Implications for Policy and Practice","[{\"question\":\"What data and grades does the study use to analyze multilingual learners’ science achievement?\",\"answer\":\"The study uses nationally representative Early Childhood Longitudinal Study data from 2010–2011 and examines ML science test-score trajectories from kindergarten through fifth grade.\"},{\"question\":\"How does the study analyze trends in science performance for multilingual learners?\",\"answer\":\"It applies descriptive statistics and regression analyses to document score trajectories and compare performance across ML subgroups and non-ML peers.\"},{\"question\":\"What do the results show about multilingual learners’ science achievement over elementary school years?\",\"answer\":\"The findings show wide variation across ML subgroups and rapid gains in science performance from elementary years compared with non-ML students.\"}]","Multilingual Learners and Elementary Science Achievement - Exploring Trends and Heterogeneity Across Subgroups | PDF",1792069106,73]