Policy, Proficiency, and Performance: A Correlational Analysis of State Literacy and English Learner Policies and Their Relationship to NAEP Reading Outcomes

• In Event: Transforming Policy for Equity: International Perspectives on Inclusive Multilingual Education

Abstract

This quantitative policy analysis examines the relationship between state-level English Learner (EL) and literacy policies and fourth grade reading outcomes for EL and non-EL students across the United States. Drawing on NAEP 2022 data, the study explores correlations between eight categories of educational policy—EL funding, teacher preparation, reading program approval, licensure, core reading materials, EL-specific measures, public access, and Science of Reading teacher training—and student reading achievement. Findings indicate significant disparities between states and policy domains, with certain policy areas showing stronger associations with EL achievement than others. This work informs state education agencies and policymakers on which elements of policy frameworks may contribute most to closing persistent reading gaps between ELs and their peers.

Authors

• Heather Elizabeth Lynch, University of Louisiana at Lafayette

• Amanda S. Mayeaux, University of Louisiana at Lafayette

• Ismatara Reena, University of Louisiana at Lafayette

• Nathan M. Roberts, University of Louisiana at Lafayette