The Impact of English Learner Reclassification on High School Reading and Academic Progress

Autor/in	Johnson, Angela
Titel	The Impact of English Learner Reclassification on High School Reading and Academic Progress
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 1, S.46-65 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373719877197
Schlagwörter	Reading Achievement; High School Students; School Districts; Grade 8; English Language Learners; Scores; Language Arts; Standardized Tests; Attribution Theory; Classification; Grade 9; Grade 10; Grade 11; Reading Tests; Correlation; College Entrance Examinations; Immigrants; California; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Leseleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School district; Schulbezirk; School year 08; 8. Schuljahr; Schuljahr 08; Sprachkultur; Standadised tests; Standardisierter Test; Classification system; Klassifikation; Klassifikationssystem; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Lesetest; Korrelation; Aufnahmeprüfung; Immigrant; Immigrantin; Immigranten; Kalifornien
Abstract	This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status. I apply a regression discontinuity design to rich administrative data from a large district in California. The estimated effects of eighth grade reclassification on 9th, 10th, and 11th grade ELA test scores were statistically insignificant, and I can rule out negative effects less than -0.17 SDs and positive effects larger than 0.09 SDs. The negative effect on SAT reading was fairly large, with a confidence interval of -0.27 SDs to 0.05 SDs. Estimates for on-track status in 10th and 11th grades were positive but imprecise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01