Literaturnachweis - Detailanzeige
Autor/in | Johnson, Angela |
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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 (2) |
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 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |