Achievement gaps for English learners with disabilities

Daniel, Johny

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.

Citation

Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction, 96, Article 102072. https://doi.org/10.1016/j.learninstruc.2024.102072

• Journal Article Type: Article
• Acceptance Date: Dec 9, 2024
• Online Publication Date: Dec 14, 2024
• Publication Date: 2025-04
• Deposit Date: Dec 14, 2024
• Publicly Available Date: Dec 16, 2024
• Journal: Learning and Instruction
• Print ISSN: 0959-4752
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 96
• Article Number: 102072
• DOI: https://doi.org/10.1016/j.learninstruc.2024.102072
• Public URL: https://durham-repository.worktribe.com/output/3221516