Achievement gaps for English learners with disabilities

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-12-14 DOI:10.1016/j.learninstruc.2024.102072

Johny Daniel

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引用次数: 0

Abstract

Background

In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND), the intersection of these two groups remains under-researched.

Aims

This study aims to analyse the impact of EAL status and SEND on student achievement in reading, writing, and mathematics.

Samples

The study utilizes data from the National Pupil Database, focusing on approximately 2.5 million Year 6 students in England, including around 360,000 students identified with SEND across four academic years (2015–2019).

Methods

The study employs multilevel modelling to examine the main effects and interactions of EAL status, SEND, gender, and prior attainment on student achievement in reading, writing, and mathematics.

Results

The findings reveal that EAL students tend to catch up with their non-EAL peers in academic performance over time. However, EAL students with SEND face persistent challenges, particularly in reading. The study also highlights the heterogeneous nature of SEND, with varying impacts of EAL status across different SEND categories.

Conclusions

The study underscores the importance of early intervention and targeted support for EAL students with SEND. It emphasizes the need for tailored educational strategies that address the unique challenges faced by this diverse group of learners. The findings have implications for educational policy, practice, and research, advocating for a more nuanced understanding and approach to supporting the educational needs of EAL students with SEND.

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残疾英语学习者的成绩差距

在英国，学习英语作为附加语言（EAL）的人数一直在增加。虽然先前的研究已经探讨了英语学习者和有特殊教育需要和残疾的学生（SEND）的教育成果，但这两个群体的交集仍未得到充分的研究。目的本研究旨在分析英语阅读能力状况和SEND对学生阅读、写作和数学成绩的影响。该研究利用了来自国家学生数据库的数据，重点关注了英格兰约250万名六年级学生，其中包括在四个学年（2015-2019年）中被确定为SEND的约36万名学生。方法本研究采用多层模型来检验EAL状态、SEND、性别和先前学历对学生阅读、写作和数学成绩的主要影响和相互作用。结果调查结果显示，EAL学生的学习成绩随著时间的推移会逐渐赶上非EAL学生。然而，患有SEND的EAL学生面临着持续的挑战，特别是在阅读方面。该研究还强调了SEND的异质性，不同SEND类别对EAL状态的影响是不同的。结论本研究强调了早期干预和有针对性的支持对EAL学生SEND的重要性。它强调需要量身定制的教育策略，以解决这一多样化学习者群体面临的独特挑战。研究结果对教育政策、实践和研究具有启示意义，倡导更细致入微的理解和方法来支持具有SEND的EAL学生的教育需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.