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English As an Additional Language, Proficiency in English and Pupils' Educational Achievement

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English As an Additional Language, Proficiency in English and Pupils' Educational Achievement UNIVERSITY OF OXFORD DEPARTMENT OF EDUCATION OCTOBER 2018 English as an Additional Language, proficiency in English and pupils’ educational achievement: An analysis of Local Authority data AUTHORS Professor Steve Strand Annina Hessel ENGLISH AS AN ADDITIONAL LANGUAGE, PROFICIENCY IN ENGLISH AND PUPILS’ EDUCATIONAL ACHIEVEMENT: AN ANALYSIS OF LOCAL AUTHORITY DATA Copyright All rights reserved. No part of this publication may be reproduced in any form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Copyright © University of Oxford, Unbound Philanthropy, and The Bell Educational Trust Limited (operating as The Bell Foundation) The Bell Educational Trust Limited is a charitable company limited by guarantee number 1048465, established on 5 April 1972, and a charity registered with the Charity Commission number 311585 The Bell Foundation Hillscross Red Cross Lane Cambridge CB2 0QU www.bell-foundation.org.uk 2 Research Team Steve Strand is Professor of Education at the Oxford University Department of Education. Steve Strand has been Professor of Education at the University of Oxford since January 2013. Previously he was Professor of Education at the University of Warwick (2005-2012). Prior to that, Steve was Senior Assessment Consultant at GL Assessments, the UK’s leading educational test and assessment publisher (1998-2005) and Head of Research and Evaluation at both Wandsworth and Croydon Local Education Authorities (1988-1998). In these roles he has been responsible for pioneering work on ‘value added’ analyses of school performance. Steve has particular skills in statistical modelling and analysis of large-scale longitudinal datasets including the Longitudinal Study of Young People in England (LSYPE) and the National Pupil Database (NPD). He leads the Quantitative Methods (QM) hub at the Oxford University Department of Education. He is the author of over 100 peer-reviewed journal articles, book chapters and research reports. For further details see: http://www.education.ox.ac.uk/about-us/directory/professor-steve-strand/ Annina Hessel is a Doctoral Researcher at the Oxford University Department of Education and a Research Scientist at the University of Göttingen, Germany. Annina Hessel has been a Doctoral Researcher in the Oxford University Departments of Education and Experimental Psychology since October 2015. She has recently started a postdoctoral position as a Research Scientist in the Department of Educational Psychology at the University of Göttingen. Annina holds an MSc in Applied Linguistics and Second Language Acquisition from Oxford University and a MEd in English and French from the University of Mainz, Germany. Her research spans educational and psycholinguistic topics in childrens’ reading comprehension and vocabulary acquisition, with a specialism in the language acquisition of English as an Additional Language learners. Annina has expertise in psycholinguistic methods, in particular reading eye tracking with children. In her teaching and outreach, Annina strives to link educational research and practice, and her classes span psychology and applied linguistics, as well as teacher education and continuing professional development. Twitter: @AnninaHessel 3 ENGLISH AS AN ADDITIONAL LANGUAGE, PROFICIENCY IN ENGLISH AND PUPILS’ EDUCATIONAL ACHIEVEMENT: AN ANALYSIS OF LOCAL AUTHORITY DATA About The Bell Foundation The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions. Through generating and applying evidence, we aim to change practice, policy and systems for children, adults and communities in the UK disadvantaged through language. The Foundation works in two key areas: • The EAL Programme aims to improve the educational outcomes of children with English as an Additional Language in the UK to benefit the individual child and society as a whole. The Foundation works in partnership with a range of organisations across the education system to provide training and resources in order to build capacity, develop and evaluate models of good practice, and provide thought leadership. • The Criminal Justice Programme seeks to break down the language barrier to accessing justice and rehabilitation for individuals in contact with the criminal justice system for whom English is an additional language. In 2017 the Foundation developed a long-term strategy for its work in the sector, with a focus on both victims and offenders of crime. The Foundation works through interventions in research, policy, practice and service support. About Unbound Philanthropy Unbound Philanthropy is an independent private grant-making foundation that works to ensure that migrants and refugees are treated with respect and engage with their new communities. We support pragmatic, innovative and responsive approaches to immigration and immigrant integration in the United States and United Kingdom. 4 Contents Research Team 3 Executive Summary 7 Introduction 12 Methodology 13 Data requested 13 The sample 14 Missing data 16 Description of the Proficiency in English Scale 17 Reasons for missing proficiency in English data 18 Variation between Local Authorities 19 Results 20 Do groups of EAL pupils differ in their English proficiency? 20 Year groups 20 Gender and disadvantage 21 Is EAL pupils’ proficiency in English linked to their educational attainment? 22 Early Years Foundation Stage Profile (EYFSP) (age 5) 22 KS1 achievement (age 7) 24 KS2 achievement (age 11) 26 KS4 achievement and progress (age 16) 29 Conclusion regarding proficiency in English and achievement 32 How much of the variation in EAL pupils’ attainment can be explained by proficiency in English? 33 5 ENGLISH AS AN ADDITIONAL LANGUAGE, PROFICIENCY IN ENGLISH AND PUPILS’ EDUCATIONAL ACHIEVEMENT: AN ANALYSIS OF LOCAL AUTHORITY DATA Summary and discussion 35 Do groups of EAL pupils differ in their proficiency in English? 35 Is EAL pupils’ proficiency in English linked to their educational attainment? 36 How much of EAL pupils’ attainment can proficiency in English explain? 36 Conclusions 37 References 39 Appendix DfE Proficiency in English Scale 1:40 Appendix 2: Proficiency in English LA Data Project – Information Pack 41 Appendix 3: Variable description 45 Appendix 4: Missing data treatment 47 Appendix 5: Proficiency in English distribution by Local Authority and year group 48 Appendix 6: EAL gaps based on the full national dataset: Revisiting Strand et al. (2015) using 2017 data 49 6 Executive Summary Background This report presents an analysis of data from a new variable in the English School Census, recording the Proficiency in English (PIE) of pupils with English as an Additional Language (EAL). In the January 2017 census, schools were asked to rate all their EAL pupils on their proficiency in English on a five-point scale (A-E) from New to English (A) through to Fluent (E) (see Appendix 1). This scale was introduced following the recognition that the simple binary definition of EAL in the School Census masks huge variability in pupils’ educational achievement, variability that can largely be explained through differences in pupils’ proficiency in English (Strand & Demie, 2005; Strand, Malmberg, & Hall, 2015). The new Proficiency in English Scale promises to be a valuable tool to understand variability in EAL pupils’ educational achievement and to plan targeted support. Despite these potential promises, the only analysis reported by the Department for Education (DfE) has been a single line, reporting the number of pupils at stage A-E based on the total number of pupils aged 5-16 in January 2017 (DfE, 2017a). We requested the national data from the DfE so we could undertake a proper analysis, but the request was refused as we were told the DfE has chosen to exclude proficiency in English from the National Pupil Database (NPD). No researchers are therefore able to fill the void left by the lack of any published DfE analysis. There are therefore many unanswered questions, including: 1. What factors are associated with the proficiency in English of EAL pupils? How does proficiency in English vary by pupils’ age or in relation to other demographic factors such as gender or entitlement to Free School Meals (FSM)? 2. Is EAL pupils’ proficiency in English linked to their educational attainment at age 5, 7, 11 and 16? Is the relationship consistent at different ages? How does the performance of EAL pupils Competent (Stage D) or Fluent (Stage E) in English compare to that of monolingual English speakers? 3. How much of the variation between EAL pupils’ attainment can be explained by their proficiency in English? Is there evidence of discriminant validity, i.e. stronger correlations between proficiency in English and reading achievement compared to mathematics achievement? 7 ENGLISH AS AN ADDITIONAL LANGUAGE, PROFICIENCY IN ENGLISH AND PUPILS’ EDUCATIONAL ACHIEVEMENT: AN ANALYSIS OF LOCAL AUTHORITY DATA The Dataset Since the DfE has excluded the Proficiency in English Scale from the NPD, we were not able, despite requests, to access the national data to answer the above questions. As an alternative, we established a data-sharing project with a number of Local Authorities in England
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