Why the Gap? English Language Learners and New York City Charter Schools. Civic Report No. 93

Autor/in	Winters, Marcus A.
Institution	Manhattan Institute for Policy Research, Center for State and Local Leadership (CSLL)
Titel	Why the Gap? English Language Learners and New York City Charter Schools. Civic Report No. 93
Quelle	(2014), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; English Language Learners; Classification; Public Schools; Criticism; Disadvantaged; Longitudinal Studies; Academic Achievement; Achievement Gap; Comparative Analysis; Student Mobility; Elementary School Students; Secondary School Students; New York + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Classification system; Klassifikation; Klassifikationssystem; Public school; Öffentliche Schule; Kritik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Sekundarschüler
Abstract	The significant growth of charter schools in the United States has brought both praise for the excellent results achieved by some schools and criticism that charter schools may not be serving the most disadvantaged students. In New York City and elsewhere, a significantly smaller proportion of students enrolled in charter schools are classified as English language learners (ELL) than in traditional public schools. This observation has produced considerable discussion and some policy responses. This paper uses longitudinal student-level enrollment data to explain the ELL gap between New York City charter and traditional public schools. Key findings include: (1) The ELL gap "does" indeed exist; (2) The ELL gap is "not" primarily due to the movement of students with existing ELL classifications across the charter and traditional public school sectors, or out of New York City entirely; (3) The vast majority of the ELL gap is, instead, explained by the fact that ELL students are far less likely to apply to attend charter schools in gateway grades than non-ELL students; and (4) Charter schools declassify a significantly larger proportion of their ELL students than do traditional public schools. (ERIC).
Anmerkungen	Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01