| Michael Kieffer
Teachers College, Columbia University
English language learners' growth in mathematics and reading during early adolescence: Do K-8 schools make a difference?
Despite the poor outcomes of English language learners (ELLs) in grades 6 to 8 in both reading and mathematics, few studies have investigated reforms to improve schooling for these learners. The proposed study evaluates the impact of one recommended reform strategy, replacing traditional middle schools with K-8 schools. Prior research conducted with native English speakers suggests that K-8 schools allow for more student-centered, cooperative, and developmentally appropriate instruction than do traditional middle schools. However, very few studies have investigated the effects of K-8 schools for ELLs, who are particularly likely to benefit from individualized instruction and cooperative learning opportunities. Using seven waves of data from the Early Childhood Longitudinal Study Kindergarten (ECLS-K) cohort, this study will investigate whether continuously attending a K-8 school, as opposed to transitioning from an elementary school to a middle school, produces greater rates of growth in mathematics and/or reading between fifth and eighth grade. Individual growth modeling with a piecewise specification of time will be used to determine whether attending a K-8 school produces a greater inflection in students' growth trajectories between fifth and eighth grade than does attending a middle school. Propensity score matching using ECLS-K's extensive data on family and child characteristics will be used to control for observable background characteristics that predict students selection into K-8 schools. Potential mechanisms for this effect will also be explored, including differences in school size, reported instructional practices, and ELL support services. Findings will have implications for reforming schools to better serve ELLs.
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