Scaffolding or Limiting: A Multilevel Analysis of Language Supports for Students Labeled English Learners

• In Event: Navigating Equity in Language and Immigration Policy

Abstract

This study investigates how students labeled as English learners (ELs) perform in English language arts (ELA) compared to students who had been redesignated as English fluent when attending a school with a two-way bilingual program. Using data from a mid-sized urban district in California during the 2014¬–2015 academic year, we find that students labeled ELs attending a school with a two-way bilingual program did not have significantly different ELA outcomes compared to students who were formerly labeled but have been redesignated as English fluent. Once student and school-level covariates were taken into consideration, students who had been redesignated as English fluent had, on average better ELA outcomes than students labeled ELs and those whose home language is English.

Authors

• Andrea Louise Ochoa, Brown University

• Logan McDermott, Johns Hopkins University