Reclassification and Multilingual Learners' Science Achievement
Principal Investigator(s): View help for Principal Investigator(s) F. Chris Curran, University of Florida; Mark Pacheco, University of Florida
Version: View help for Version V1
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Project Citation:
Curran, F. Chris, and Pacheco, Mark. Reclassification and Multilingual Learners’ Science Achievement. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-03-01. https://doi.org/10.3886/E198511V1
Project Description
Summary:
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Replication files for publication:
Pacheco, M. B., Curran, F. C., Boza, L., Deig, A. W., Harris, K. T., & Tan, T. S. (2023). Reclassification and Multilingual Learners' Science Achievement. TESOL Quarterly.
https://doi.org/10.1002/tesq.3270
Abstract:
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis-à-vis science test scores over a six-year period using the nationally-representative Early Childhood Longitudinal Study of 2010–11 (ECLS-K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual-language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.
Funding:
This research was made possible by a National Science Foundation DRK-12 grant. This material is based upon work supported by the National Science Foundation under Grant No. 2100419. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Pacheco, M. B., Curran, F. C., Boza, L., Deig, A. W., Harris, K. T., & Tan, T. S. (2023). Reclassification and Multilingual Learners' Science Achievement. TESOL Quarterly.
https://doi.org/10.1002/tesq.3270
Abstract:
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis-à-vis science test scores over a six-year period using the nationally-representative Early Childhood Longitudinal Study of 2010–11 (ECLS-K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual-language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.
Funding:
This research was made possible by a National Science Foundation DRK-12 grant. This material is based upon work supported by the National Science Foundation under Grant No. 2100419. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Funding Sources:
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National Science Foundation (100419)
Scope of Project
Subject Terms:
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Multilingual learners;
Science;
Elementary;
English language learners
Geographic Coverage:
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Nationally representative of United States
Time Period(s):
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2010 – 2016
Collection Date(s):
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2010 – 2016
Universe:
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Elementary students who began kindergarten in the United States in 2010-11
Data Type(s):
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observational data;
program source code
Collection Notes:
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Secondary data collected by the US Department of Education's National Center for Education Statistics. Restricted use data are available through an NCES data license:
https://nces.ed.gov/pubsearch/licenses.asp
https://nces.ed.gov/pubsearch/licenses.asp
Methodology
Sampling:
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Clustered and stratified, nationally representative sample
Data Source:
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Early Childhood Educational Study of 2010-11
Collection Mode(s):
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cognitive assessment test;
mail questionnaire;
telephone interview
Weights:
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Weights appropriate to ECLS analysis were used and documented in the replication code.
Unit(s) of Observation:
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Student
Geographic Unit:
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United States
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