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

Autor/inn/en	Estrada, Peggy; Wang, Haiwen; Farkas, Timea
Titel	Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1791-1836 (46 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	0002-8312
DOI	10.3102/0002831219887137
Schlagwörter	Academic Achievement; Language Proficiency; English Language Learners; Elementary School Students; Correlation; Social Development; Emotional Development; Student Characteristics; State Standards; Achievement Tests; Student Diversity; Institutional Characteristics; Language Arts; Mathematics Tests; Faculty Development; Sociocultural Patterns; English (Second Language); Second Language Learning; Longitudinal Studies; Poverty; Teacher Attitudes; Classroom Desegregation; Educational Opportunities; School Districts; Administrator Attitudes; California + Suchen Sie Ihr Suchwort? Schulleistung; Language skill; Language skills; Sprachkompetenz; Korrelation; Soziale Entwicklung; Gefühlsbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachkultur; Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Lehrerverhalten; Integrationsklasse; Bildungsangebot; Bildungschance; School district; Schulbezirk; Kalifornien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11