Summer Credit Recovery Impact on Newcomer English Learners

Autor/in	Johnson, Angela
Titel	Summer Credit Recovery Impact on Newcomer English Learners
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1757-1790 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Angela) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219883237
Schlagwörter	Credits; English Language Learners; Program Effectiveness; Immigrants; High School Students; Access to Education; Academic Achievement; Urban Schools; Language Proficiency; Graduation Rate; Summer Schools; Student Characteristics; College Preparation; Graduation Requirements; Standardized Tests; Scores; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Language skill; Language skills; Sprachkompetenz; Summer school; Sommerkurs; Abschlussordnung; Standadised tests; Standardisierter Test; Kalifornien
Abstract	Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs' limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs' access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program's impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01