Does Reclassification Change How English Learners Feel about School and Themselves?

Autor/inn/en	Lee, Monica G.; Soland, James
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Does Reclassification Change How English Learners Feel about School and Themselves?
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; English Language Learners; English (Second Language); Second Language Learning; Social Emotional Learning; Regression (Statistics); Self Efficacy; Student Attitudes; Self Management; Interpersonal Competence; Elementary School Students; Middle School Students; Socioeconomic Status; California + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Regression; Regressionsanalyse; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Selbstmanagement; Interpersonale Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Kalifornien
Abstract	Reclassification can be an important juncture in the academic experience of English learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, but its impact on social-emotional learning (SEL) skills, which are malleable and important for long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among fourth to eighth graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the cutoff threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts could establish practices that instill more positive academic beliefs among ELs. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01