How to support ELL students: A Q&A with Dr. Jim Soland
By: James Soland
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs): ever-ELs who were ever eligible for service; current-ELs who continue to require service; and dually-identified students eligible for both EL and Special Education services.
By: Angela Johnson
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.
By: Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.