An Analysis of State Certification Requirements and Instructional Practices for Teaching Mathematics to English Learners
Open Access DepositedEnglish Learners NAEP Grade 4 and 8 Mathematics Achievement
(1) the differences in self-reported instructional practices between mathematics teachers in states with high and low English learner achievement, (2) the relationship of specific attributes of state teacher certification requirements and the implementation of desired instructional practices, and (3) whether these relationships differ based on state achievement levels of English learners. Considering the contextual differences in grades 4 and 8, separate analyses were conducted for each grade. Applying mixed-effects regression with controls, the broad instructional practices examined were emphasizing engagement with mathematical practices and providing opportunities to learn the core mathematics curriculum. The findings indicated that students in higher-performing states were more likely to have teachers who reported a greater emphasis on mathematical practices and broader content coverage, particularly in grade 4. Differentiation was also observed at high levels in higher-performing states. However, teachers in lower-performing states also reported high levels of differentiation, suggesting possible differences in interpretation and implementation in the different performance contexts. Among the policy attributes examined, pervasiveness—as indicated by English learners being considered in professional educator standards, required training for administrators, and required specialist certification or endorsement for EL-only educators—emerged as the most consistent and positive correlate of teacher-reported instructional practices associated with higher achievement. Specificity and intensity showed weaker or inconsistent associations. Teacher self-efficacy also surfaced as a strong and consistent covariate. The study’s overall findings suggest that certification policies, through specific design attributes, are associated with teacher-reported instructional practices, and that this association may reflect differences in systemic implementation and support, perhaps extending beyond formal teacher preparation. Specifically, a policy's pervasiveness appears positively associated with teachers’ practices related to mathematical practices and opportunities to learn. Coherent training and instructional environments that foster shared understanding among educators may be more impactful than narrowly defined or isolated certification requirements. Grade level and whether a state is consistently higher- or lower-performing in EL mathematics achievement also appear to be relevant to the association between specific policy attributes and teacher-reported instructional practices. The findings offer implications for policymakers, practitioners, and researchers seeking to improve instructional practices and outcomes for English learners in mathematics education.
As schools in the United States seek to implement more rigorous academic standards while accommodating an increasing enrollment of English learners (ELs), the general lack of EL-related certification requirements and training has been a concern for policymakers and school administrators. Despite massive investments in teacher preparation and professional development, certification policies often fail to produce desired student achievement outcomes. Moreover, while many studies exist on potentially effective instructional practices for ELs, the practices currently used at scale and their relationships with achievement outcomes have not been explored. This study sought to shed light on practices associated with EL achievement in mathematics across states and ways that certification policies may be related to these practices. Using data from the National Assessment of Educational Progress (NAEP), the research questions covered
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