Assessing school supports for ELL students using the ECLS-K

Wen-Jui Han, Beatrice L. Bridglall

    Research output: Contribution to journalArticle

    Abstract

    Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students' academic trajectories. Directions for future studies are discussed.

    Original languageEnglish (US)
    Pages (from-to)445-462
    Number of pages18
    JournalEarly Childhood Research Quarterly
    Volume24
    Issue number4
    DOIs
    StatePublished - Dec 1 2009

    Fingerprint

    Students
    speaking
    school grade
    school
    student
    Reading
    kindergarten child
    kindergarten
    resources
    English language
    Language
    Growth

    Keywords

    • ECLS-K
    • English Language Learners (ELL)
    • ESL
    • Immigrants
    • School environment

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology
    • Sociology and Political Science

    Cite this

    Assessing school supports for ELL students using the ECLS-K. / Han, Wen-Jui; Bridglall, Beatrice L.

    In: Early Childhood Research Quarterly, Vol. 24, No. 4, 01.12.2009, p. 445-462.

    Research output: Contribution to journalArticle

    Han, Wen-Jui ; Bridglall, Beatrice L. / Assessing school supports for ELL students using the ECLS-K. In: Early Childhood Research Quarterly. 2009 ; Vol. 24, No. 4. pp. 445-462.
    @article{ac7216eae09547e28c11ac503ee5ed41,
    title = "Assessing school supports for ELL students using the ECLS-K",
    abstract = "Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students' academic trajectories. Directions for future studies are discussed.",
    keywords = "ECLS-K, English Language Learners (ELL), ESL, Immigrants, School environment",
    author = "Wen-Jui Han and Bridglall, {Beatrice L.}",
    year = "2009",
    month = "12",
    day = "1",
    doi = "10.1016/j.ecresq.2009.08.003",
    language = "English (US)",
    volume = "24",
    pages = "445--462",
    journal = "Early Childhood Research Quarterly",
    issn = "0885-2006",
    publisher = "Elsevier Limited",
    number = "4",

    }

    TY - JOUR

    T1 - Assessing school supports for ELL students using the ECLS-K

    AU - Han, Wen-Jui

    AU - Bridglall, Beatrice L.

    PY - 2009/12/1

    Y1 - 2009/12/1

    N2 - Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students' academic trajectories. Directions for future studies are discussed.

    AB - Using a large and nationally representative sample of children, this study examined the association between the school resources available to English Language Learners and their academic trajectories from kindergarten through fifth grade. Particular attention was paid to the differences in services provided by schools with high, low, or no ELL student concentrations. Growth-curve modeling results indicated that ELL children started kindergarten with significantly lower reading and math scores compared to their English-speaking peers. However, ELL children improved their math scores fast enough that they were able to narrow the initial gap in math scores with their English-speaking peers by fifth grade. This was particularly true for ELL children in schools with either a high- or low ELL student concentration. In contrast, ELL children still had lower reading scores by fifth grade compared to their English-speaking peers. The results highlight the importance of school resources and services in improving ELL students' academic trajectories. Directions for future studies are discussed.

    KW - ECLS-K

    KW - English Language Learners (ELL)

    KW - ESL

    KW - Immigrants

    KW - School environment

    UR - http://www.scopus.com/inward/record.url?scp=70450237241&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=70450237241&partnerID=8YFLogxK

    U2 - 10.1016/j.ecresq.2009.08.003

    DO - 10.1016/j.ecresq.2009.08.003

    M3 - Article

    AN - SCOPUS:70450237241

    VL - 24

    SP - 445

    EP - 462

    JO - Early Childhood Research Quarterly

    JF - Early Childhood Research Quarterly

    SN - 0885-2006

    IS - 4

    ER -