Achievement gaps for English learners with disabilities

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.