Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.

中文翻译：

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初级英语学习者课堂组成和学习成绩：课堂水平隔离，英语水平等级数量和学习机会的作用

我们使用2年的行政数据，使用混合方法研究了（a）英语学习者（EL）课堂水平隔离程度（EL）和EL英语水平水平数量与基本EL学业成绩之间的关系，以及（ b）通过3年的访谈，学校工作人员报告了学习的机会，即相对于独立作文还是综合作文的相关优缺点。各种方法的发现均得到证实。在考虑了学生，教室和学校水平的协变量之后，我们发现，在教室更隔离的教室中，平均而言，英语语言艺术，数学和英语水平的状态测试表现出较低的英语水平，并且几乎没有证据表明教室数量EL英语水平的提高与成就有关。