Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn

Autor:	Peggy Estrada, Haiwen Wang, Timea Farkas
Rok vydání:	2019
Předmět:	Language arts 05 social sciences Social change 050301 education Academic achievement Education 0502 economics and business Mathematics education Achievement test Language proficiency 050207 economics Faculty development Psychology Association (psychology) 0503 education Composition (language)
Zdroj:	American Educational Research Journal. 57:1791-1836
ISSN:	1935-1011 0002-8312
DOI:	10.3102/0002831219887137
Popis:	Using mixed methods, we investigated (a) the association of the extent of English learner (EL) classroom-level segregation (proportion EL) and number of EL English proficiency levels with elementary EL academic achievement, using 2 years of administrative data, and (b) school staff–reported opportunity to learn–related advantages and disadvantages in segregated versus integrated compositions, using 3 years of interviews. Findings were corroborative across methods. After accounting for student-, classroom-, and school-level covariates, we found that ELs in more segregated classrooms exhibited lower performance, on average, on state tests of English language arts, mathematics, and English proficiency, and little evidence that classroom number of EL English proficiency levels was related to achievement. School staff consistently detailed the instructional, academic, and socio-emotional opportunities to learn afforded by the diversity/heterogeneity of integrated classrooms.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::bbb7ce4ab2c071aedbc23c4df06cf97d https://doi.org/10.3102/0002831219887137 Zobrazit plný text záznamu