Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners

Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources. Our findings provide exploratory evidence on the factors related to science learning gains for multilingual learners.