Since 2002, all third grade (Year 4) pupils in Florida are required to obtain specific state-wide reading test scores in order to progress to the fourth grade (Year 5). A new NBER working paper considers whether this third grade retention policy, which includes additional teaching and support in reading, might be particularly beneficial for pupils with English as an additional language (EAL).
David N Figlio and Umut Özek used longitudinal data for all
pupils between grades three and ten (Years 4 to 11) from 12 US school districts
in Florida in order to examine the short-, medium- and long-term effects of
repeating the third grade on EAL pupils’ English skills, as measured by their
reading test scores, the length of time needed for them to reach required
levels of English proficiency, and their course choice in middle and high
The results find that repeating the third grade (Year 4) can
help to improve the English skills of EAL pupils, and that the benefits are even
greater for EAL pupils born outside of the US, pupils whose first language is
Spanish, and pupils in lower-poverty elementary schools.
they suggest that EAL pupils who repeat the third grade:
do better on reading test scores in elementary
and middle school
reach the required levels of English
proficiency in half the time
are less likely to take a remedial English
course in middle school
are more likely to take an advanced course in
maths and science in middle school
are more likely to take college credit-bearing
courses in high school.
Source: An extra year to learn English? Early
grade retention and the human capital development of English learners (January
2019), NBER Working Paper No. 25472,
National Bureau of Economics Research
A meta-analysis conducted by Claire Noble and colleagues explores the impact of shared reading interventions (where an adult reads with a child) on children’s language skills, and whether they are equally effective across a range of different outcome variables, for children from different socioeconomic backgrounds, and across a range of study designs.
The analysis included 54 studies conducted between 1989 and 2017.
These studies included 316 effect sizes and 5,569 participants. Nine of the studies
reported follow-up effects. Children in the studies were typically age 7 years
findings suggest that, while there is an effect of shared reading on language
development, the effect size is smaller than suggested in previous meta-analyses
(+0.23). They also found that the effect size is moderated by the type of
control groups, and when compared to active control groups, is closer to zero
(+0.04). In addition, the meta-analysis indicates only modest differences
between types of language outcome, no effect for socioeconomic background, and
a near-zero effect at follow-up.
given the low dosage of many of the studies included in the meta-analysis, the
authors caution against the conclusion that shared reading interventions have no
real effect on children’s language development.
Source: The impact
of shared book reading on children’s language skills: A meta-analysis (October
Almost 60% of American pupils receive lunch through the National
School Lunch Program (NSLP), which provides free- and reduced-price lunches
(FRPL) to pupils in households who demonstrate economic disadvantage. Income
information is based on parent report of household income in the month
preceding application to the programme. Because NSLP enrolment has been
correlated with lower pupil achievement and is an indicator of how disadvantaged
a school’s population is, this classification plays an important role in how
funds are allocated to schools and how schools are classified in educational
Researchers at the University of North Carolina at Chapel Hill, the US Census Bureau, the University of California at Irvine, and NORC at the University of Chicago recently examined how accurately FRPL enrolment measures actual income and educational disadvantage by comparing IRS income records with pupils’ lunch enrolment and achievement records. Specifically, researchers examined the records of all eighth grade (Year 9) pupils in a California public school district from 2008-2014 (n=14,000) and in Oregon public schools from 2004-2014 (n=363,000), examining the relationship between FRPL enrolment, IRS income records, and eighth grade English language achievement scores on the California Achievement Test and the Oregon Assessment of Knowledge and Skills.
Results showed that school lunch programme enrolment explains the
relationship between economic disadvantage and pupil achievement better than
IRS-reported annual income. Compared to their non-NSLP peers, California
free-lunch pupils scored 0.40 standard deviations (SD) lower on the eighth
grade English language test, and the reduced-lunch pupils scored 0.20 lower
than those not enrolled. In Oregon, the FRPL pupils scored 0.36 SD lower than
those not enrolled. In comparison, when using IRS-reported household income to
explain English language achievement, economically disadvantaged pupils scored
approximately 0.15 SD lower than pupils appearing to be ineligible for FRPL in
one California district and 0.26 SD lower across Oregon public schools. In
other words, FRPL enrolment accounted for 16% of the variance in English
language scores, whereas IRS data only accounted for 13% of the variance. This
indicates that FRLP appears to capture aspects of disadvantage that IRS data do
Source: Is free
and reduced-price lunch a valid measure of educational disadvantage? (December
2018), Educational Researcher, Volume: 47
Celia Gomez and colleagues from the RAND Corporation have released a new research brief that examines Big Lift, a preschool to third-grade initiative designed to boost literacy skills and ensure that children are reading proficiently by third grade (Year 4). The initiative has been implemented in seven US school districts in San Mateo County, California, that have below-average third-grade reading levels. According to the brief, Big Lift seeks to improve third-grade reading through a set of four co-ordinated and integrated “pillars”: High-Quality Preschool, Summer Learning, School Attendance and Family Engagement.
The researchers have examined outcomes for two cohorts of
pupils: Cohort 1 includes pupils in four districts who receive Big Lift services,
and Cohort 2 an additional three districts. Data sources include early
childhood cognitive assessments, kindergarten (Year 1) and first-grade (Year 2)
entry forms completed by parents, and the San Mateo County Office of
Education’s countywide data system.
The current research brief is part of a multiphase
evaluation of Big Lift, and reports on findings after two years of implementation.
Key findings are as follows:
Lift preschool children in the 2017–2018 kindergarten class were better
prepared for kindergarten than demographically similar peers who did not attend
preschool — but they were less prepared than similar peers who attended non–Big
Lift preschool programmes.
who attended two years of Big Lift preschool were more kindergarten-ready than
similar peers who attended only one year.
the 2016–2017 kindergarten class, Big Lift preschool children had reading
levels at the end of kindergarten and the start of first grade that were on par
with similar peers who attended other preschool programmes and higher than
similar peers who attended no preschool at all.
Source: The Big
Lift preschool, two years in: What have we learned so far? (2018), RAND Corporation Research Briefs RB-10047-SVCF
Findings from a new study published in the Proceedings of the National Academy of Sciences suggest that immigrant children study more maths and science in high school and college, which means they are more likely to pursue STEM careers.
Marcus Rangel and Ying Shi looked at the trajectories of more than 286,000 children born outside the US, and who moved to the US before age 16, using nationally representative datasets including the 2010-2016 waves of the American Community Survey, the National Longitudinal Study of Adolescent Health and the National Survey of College Graduates.
They found that among US-born children, about 20% of college students major in STEM subjects (science, technology, engineering, and mathematics). However, among those born outside the US – particularly those who moved to the US after age 10, and don’t come from English-speaking or northern-European countries where the native language is linguistically close to English – this number is much higher, with around 36% majoring in STEM subjects.
The authors suggest that older children who immigrate to the
US from a country where the native language is very dissimilar to English may
choose subjects that rely less on language skills and build more on skills they
are relatively more comfortable with, such as maths or science. The study found
that children arriving after age 10 earn approximately 20% more credits in maths-intensive
courses than they do in English-intensive courses. This focus then continues
throughout college, which in turn leads to pursuing a career in a STEM field.
patterns of skill acquisition and immigrants’ specialization in STEM careers
(January 2019), Proceedings of the
National Academy of Sciences,volume
116, no. 2
Lisa Kim and colleagues recently conducted a meta-analysis to try to identify whether personality characteristics are associated with effective teaching. The analysis, which was published in Educational Psychology Review, looked at 25 studies (total number of participants = 6,294) that reported on relationships between five teacher personality traits (openness, conscientiousness, extraversion, agreeableness and emotional stability) and two teacher job-related outcomes (teacher effectiveness and burnout).
Overall, the results showed that teacher personality may be
associated with teacher effectiveness and job burnout. For teacher
effectiveness, extraversion was found to have the largest effect size (+0.17),
and agreeableness the lowest (+0.03). The characteristic most associated with
less teacher burnout was emotional stability (effect size =+0.21), and openness
had the smallest effect size (+0.04). However, as the effect sizes for burnout
were very small, the authors suggest that the results should be approached with
The researchers also looked at whether the source of the teacher personality report (ie, self-report vs. other-report) and educational level had any moderating effects on the relationship between personality and job-related outcomes. The findings indicated that other-reports of teacher personality were more strongly associated with effectiveness and burnout than self-reports. There were no differences in the strength of the associations between educational levels.
Source: A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout (January 20019), Educational Psychology Review