Factors in Multilingual Learners' Science Success

The (Mis)Alignment of Teachers’ Ratings of Multilingual Learners’ Science Skills and Standardized Test Performance  

Standardized test scores often dominate conversations around multilingual learners’ (MLs) academic performance. For example, in science, prior studies have found MLs tend to score lower than non-MLs on science achievement tests. However, most evaluations of MLs’ science learning rely not on standardized achievement tests but on teachers’ day-to-day observations and informal assessments. Yet, the unique perspectives of teachers in evaluating MLs’ science skills compared to their non-ML peers remain underexplored.

This study addresses this gap by examining teacher ratings of science skills among MLs and non-MLs, using nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (ECLS-K:2011). Our analysis not only documents differences in teacher ratings between MLs and non-MLs but also investigates the relationship between these ratings and ML status, even after accounting for standardized science achievement. Specifically, we sought to understand whether teachers rated MLs’ science skills differently from non-MLs who had the same standardized science test scores.

Our Findings

Our findings revealed that elementary school teachers tend to rate MLs slightly lower in science skills compared to their non-ML counterparts, reflecting the academic and social disadvantage that many MLs experience. However, when comparing to non-MLs with similar standardized achievement test scores, teachers in the lower grades actually rate ML students’ science skills higher on average than non-MLs.

Overall, our analysis sheds light on the intricate dynamics at play in teachers’ assessments of MLs’ science abilities and highlights the importance of considering various factors beyond standardized testing.

What’s Next?

By exploring the variation across ML subgroups, our study offers valuable insights that can inform both policy and practice in education. Recognizing and understanding the complexities of teacher ratings in evaluating MLs’ science skills is crucial for developing more inclusive and effective educational strategies. Moving forward, it’s imperative that we continue to explore these nuances and leverage them to create effective learning environments for all students, regardless of linguistic background.