The purpose of the NYU Steinhardt education policy working paper series is to promote the education policy research done by faculty, postdocs, doctoral students, and researchers associated with NYU Steinhardt. The series is open to submission for Steinhardt affiliated people at this time and is intended to be inclusive of all kinds of education policy work done in departments, centers, and labs.
Authors: Michael J. Kieffer, C. Patrick Proctor, Andrew Weaver, Sasha Karbachinskiy, Qihan Chen, Qun Yu, Gabriella Solano, Aaron Coleman, Shaelyn Cavanaugh, Xiaoying Wu, Elise Cappella, Rebecca Silverman
Posted on: April 2025
Abstract: In this preregistered within-teacher randomized controlled trial (n = 84), we tested the effects of grouping English learners (ELs) in homogeneous groups (all ELs) versus heterogeneous groups (ELs and non-ELs) on language, reading comprehension, and argumentative writing. Findings indicated no significant main effects of grouping. However, moderation analyses indicated that heterogeneous groups benefited students with higher English language skills (Hedges’ g = 0.27-0.59 or 0.75-1.93 grade equivalents), while homogeneous groups benefited students with lower English skills (g = 0.31-.58 or 1.00-1.55 grade equivalents). Instructional observations indicated that teachers provided more specialized strategies for ELs in homogeneous groups and more authentic questions for students in heterogeneous groups. Findings question the default use of homogeneous grouping and support considering English proficiency when making instructional and policy decisions for EL instruction.
Authors: Kristin E. Black, Ben Le, Ramy Abbady, Lindsay Romano, Coleen D. Carlson, Jeremy Miciak, David J. Francis, Michael J. Kieffer
Posted on: April 2025
Abstract: Course-level concentration of English learners (ELs), or the clustering of ELs into courses away from non-ELs, is an underexamined component of curricular tracking at the secondary level. Using data from three ninth grade cohorts (2013-2015) in the New York City Public Schools (NYCPS), as well as data from the American Community Survey and National Student Clearinghouse, this study examines the relationship between course concentration of high school ELs—as measured by the percent of ELs in content courses—and four key outcomes: four- and six-year high school graduation, and immediate and extended enrollment in college. Guided by an ecological framework, we distinguished between schools’ general tendency to concentrate ELs into separate courses and the individual students’ experiences of relative concentration within their schools. We estimated the role of both components of course concentration in two different types of high schools: comprehensive schools and newcomer-serving schools. We found that both components had significant negative associations with high school graduation and college enrollment, though with some notable differences by subgroup and school type. Our findings challenge the common practice of grouping ELs together for instruction but also point to important variations in how course concentration might differentially shape attainment outcomes in different high school contexts.