Article title: Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)
Authors: Hessel, A. K., Strand, S.
Journal: Educational Review
DOI: https://doi.org/10.1080/00131911.2021.1949266
When this article was first published online there were errors in Tables 2 and 3. In Table 2 there were typographical errors in the Key Stage 4 Attainment 8 values for Monolingual EAL status and Black Ethnicity. Table 3 contained covariate estimates for Reception Point score that were based on different variable encodings than those of surrounding models. These errors do not affect the significance of affects, nor do they change the reported estimate of English proficiency or R2 of the model.
The Tables have been corrected in the online and print versions of the article and the correct versions of the tables are reproduced as follows:
Table 2. Student attainment across all Key Stages by EAL status, gender, ethnicity, and free school meals entitlement.
Table 3. Models predicting EAL students’ Reception point scores, Key Stage 1 averages, and Key Stage 2 reading and mathematics scores from background measures (Step 1) and with English proficiency (Step 2).