English Learners' Academic Achievement: Systematic Review of Two Decades

• In Event: Culturally Responsive Assessment and English Learner Inclusion

Abstract

Since the implementation of the No Child Left Behind Act, extensive research has been conducted to enhance the academic achievement of English learners (ELs). This systematic review summarizes and synthesizes the factors associated with EL academic achievement between 2000 and 2022. Out of 608 studies, 75 were eligible for full-text review. The initial findings indicate that dual language/bilingual education and teacher-classroom characteristics play crucial roles in shaping the academic success of ELs. These findings are highly relevant for shaping educational practices and policies that promote the academic success of ELs across the United States. Policymakers can leverage the evidence from this systematic review to design and implement effective language education policies, providing adequate support and professional development for EL teachers.

Author

• Tuba Gezer, The Ohio State University