"Eligiendo Escuelas": English Learners and Access to School Choice

Autor/inn/en	Mavrogordato, Madeline; Harris, Julie
Titel	"Eligiendo Escuelas": English Learners and Access to School Choice
Quelle	In: Educational Policy, 31 (2017) 6, S.801-829 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904817724226
Schlagwörter	Urban Areas; School Districts; School Choice; English Language Learners; Urban Education; Educational Change; Educational Planning; Educational Experience; Educational Policy; Barriers; Parent Participation; Cultural Pluralism; Immigrants; Longitudinal Studies; Multivariate Analysis; Elementary School Students; Middle School Students; High School Students; Student Characteristics; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; School district; Schulbezirk; Choice of school; Schulwahl; Stadtteilbezogenes Lernen; Bildungsreform; Bildungsplanung; Bildungserfahrung; Politics of education; Bildungspolitik; Elternmitwirkung; Kulturpluralismus; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Statistische Analyse; Regression; Regressionsanalyse
Abstract	School choice has emerged as the linchpin of President Trump's urban education reform plan, but it remains unclear how school choice policies will shape the educational experiences of the most underserved student groups, particularly English learners (ELs). Using quantitative data from one large urban school district, we examine EL participation in a system of school choice. Specifically, we investigate the extent to which never, current, and former ELs enroll in a nonzoned school. We find significant differences in the likelihood that students across these groups engage in school choice, raising important questions about whether school choice reforms are accessible to current ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01