Research and Policy Considerations for English Learner Equity

Autor/inn/en	Robinson-Cimpian, Joseph P.; Thompson, Karen D.; Umansky, Ilana M.
Titel	Research and Policy Considerations for English Learner Equity
Quelle	3 (2016) 1, S.129-137 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English Language Learners; Equal Education; Educational Policy; Educational Research; Classification; Language of Instruction; Access to Education; Student Evaluation; Outcomes of Education; Bilingual Education; Immersion Programs; Track System (Education); Accountability; Language Tests; Test Reliability; Test Validity; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Teaching language; Unterrichtssprache; Education; Access; Bildung; Zugang; Bildungszugang; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Leistungsgruppe; Leistungsdifferenzierung; Verantwortung; Language test; Sprachtest; Testreliabilität; Testvalidität
Abstract	English learners (ELs), students from a home where a language other than English is spoken and who are in the process of developing English proficiency themselves, represent over 10% of the US student population. Oftentimes education policies and practices create barriers for ELs to achieve access and outcomes that are equitable to those of their non-EL peers. We discuss how recent education research--often using experimental and quasi-experimental designs--provides new insights on how to evaluate EL policies, as well as how best to alter current policies to yield more equitable outcomes for ELs. Topics discussed include (1) EL classification and services, (2) language of instruction, (3) access to core content, and (4) assessments. [This article was published in "Policy Insights from the Behavioral and Brain Sciences," v3 n1 p129-137 Mar 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01