Educational Researcher ( IF 6.386 ) Pub Date : 2021-03-10 , DOI: 10.3102/0013189x21999043 J. Marc Goodrich 1 , Lauren Thayer 1 , Sergio Leiva 1
This study represents an extension of the findings of Kieffer and Thompson (2018) and evaluates potential correlates of state- and district-level achievement gaps in reading and mathematics between monolingual and multilingual students. Using data from the National Assessment of Educational Progress, this study reported that there were substantial achievement gaps that were narrowing over time at the state level but that there were no achievement gaps between monolingual and multilingual students in large school districts. Larger numbers of dual language programs were associated with smaller achievement gaps. State achievement gaps narrowed more over time for states with larger numbers of multilingual students. Implications and directions for future research are discussed.
中文翻译:
评估单语和多语学生之间的成就差距
这项研究代表了Kieffer和Thompson(2018)研究结果的扩展,并评估了单语和多语学生在阅读和数学上州和地区级成就差距的潜在关联。使用《国家教育进步评估》的数据,该研究报告说,在州一级,随着时间的流逝,成就差距很大,但是在大学区,单语和多语学生之间没有成就差距。大量的双语言程序与较小的成就差距有关。随着时间的流逝,多语言学生人数众多的州的州成就差距进一步缩小。讨论了未来研究的意义和方向。