In a broader instructional intervention working with
ELL students across grades K - 6 for whom science instruction replaced traditional reading / language arts, Klentschy (2003) showed that grade 6 students who participated in the initiative for 4 or more years averaged a percentile rank of 64 on a state - administered nationally - normed reading test.
My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist
across teacher - level estimates, but it certainly occurs when teachers are non-randomly assigned highly homogenous sets of
students who are gifted, who are English Language Learners (
ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in
grade prior.