Journal article
Language and academic growth trajectories of English learners
Learning and individual differences, Vol.126, 102870
02/2026
DOI: 10.1016/j.lindif.2026.102870
Abstract
This study examined the growth trajectories of English learners (ELs) in English language proficiency (ELP), English language arts (ELA), and math from middle to high school, and explored how ELP development relates to academic growth trajectories. Using multivariate clustered longitudinal modeling, this study found that growth patterns varied across subject areas and by student background characteristics. Growth in ELP significantly predicted growth in both ELA and math, highlighting the important role of language development in the academic achievement of ELs in secondary education. While schools contributed to the variance in student performance and growth, most of the variation was attributable to student differences rather than school differences. These findings illuminate the interplay among ELP, academic outcomes, and student demographic characteristics, offering valuable insights for educators and policymakers. These results have important implications for future research, instructional practices, and policy development aimed at supporting the success of EL students.
Educational relevance and implications statement
This study investigated patterns of growth for English learners (ELs) across different subject areas and examined the role of ELP in shaping academic growth in ELA and math. Results showed that ELP improvement was positively associated with initial performance and growth in ELA and math, highlighting the importance of supporting ELP development to enhance overall academic achievement, particularly for ELs navigating secondary education. It was also found that growth patterns varied across subject areas and by student background characteristics. The differing growth patterns at the student versus school level suggested that targeted interventions may be necessary to address specific needs. Educators and policymakers should consider the interplay among ELP, academic outcomes, and student demographic characteristics when designing and implementing instructional strategies and support systems for ELs.
•ELs who grew more in ELP were also likely to grow more in ELA and math.•Growth patterns differ across subject areas and student background characteristics.•Most variance in performance and growth was due to student, not school differences.•Persisting in EL status was not good for language and academic development.
Details
- Title: Subtitle
- Language and academic growth trajectories of English learners
- Creators
- Yen Vo - University of IowaCatherine Welch - University of IowaStephen Dunbar - University of IowaLesa Hoffman - University of IowaLia Plakans - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Learning and individual differences, Vol.126, 102870
- DOI
- 10.1016/j.lindif.2026.102870
- ISSN
- 1041-6080
- eISSN
- 1873-3425
- Publisher
- Elsevier Inc
- Language
- English
- Date published
- 02/2026
- Academic Unit
- Iowa Testing Programs; Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9985130241002771
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