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

Click image to preview:
Principal Investigator:

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.

Target Audience: