Multilingual Learners and Elementary Science Achievement: Exploring Trends and Heterogeneity Across Subgroups

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

Name File Type Size Last Modified
MLs and Science Trajectories - AERA Open - Replication File.do text/plain 162.9 KB 10/23/2024 07:56:AM

Project Citation: 

Curran, F. Chris, and Pacheco, Mark. Multilingual Learners and Elementary Science Achievement: Exploring Trends and Heterogeneity Across Subgroups. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-10-23. https://doi.org/10.3886/E209823V1

Project Description

Summary:  View help for Summary Replication file for article:
 Curran, F.C., Pacheco, M., Boza, L., Deig, A., Harris-Walls, K., & Tan, T. (2024). Multilingual Learners and Elementary Science Achievement: Exploring Trends and Heterogeneity Across Subgroups. AERA Open.

Abstract:
Multilingual learners (MLs) represent an increasing proportion of public school students. While 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 2010-11 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 as compared to 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.

Funding Sources:  View help for Funding Sources National Science Foundation (2100419)

Scope of Project

Subject Terms:  View help for Subject Terms Science; Multilingual Learners; Elementary; English Language Learners
Geographic Coverage:  View help for Geographic Coverage Nationally representative of the United States
Time Period(s):  View help for Time Period(s) 2010 – 2016
Collection Date(s):  View help for Collection Date(s) 2010 – 2016
Universe:  View help for Universe Elementary students who began kindergarten in the United States in 2010-11
Collection Notes:  View help for Collection Notes Secondary data collected by the US Department of Education's National Center for Education Statistics. Public use data (used in this study) are available through NCES, and restricted use data are available through an NCES data license:
https://nces.ed.gov/pubsearch/licenses.asp

Methodology

Sampling:  View help for Sampling Clustered and stratified, nationally representative sample
Data Source:  View help for Data Source Early Childhood Longitudinal Study of 2010-11
Collection Mode(s):  View help for Collection Mode(s) cognitive assessment test; mail questionnaire; telephone interview
Weights:  View help for Weights Weights appropriate to ECLS analysis were used and documented in the replication code.
Unit(s) of Observation:  View help for Unit(s) of Observation Students
Geographic Unit:  View help for Geographic Unit United States

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Published Versions

V1 [2024-10-23]

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