Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies Effectively Prepare Teachers of ELs?

Autor/inn/en	Leider, Christine Montecillo; Colombo, Michaela W.; Nerlino, Erin
Titel	Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies Effectively Prepare Teachers of ELs?
Quelle	In: Education Policy Analysis Archives, 29 (2021) 100, (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Leider, Christine Montecillo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	State Departments of Education; State Policy; Administrative Organization; Teacher Effectiveness; English Language Learners; Teacher Education; Educational Legislation; Elementary Secondary Education; Federal Legislation; Language Teachers; Teacher Certification; Credentials; Bilingual Education; Immersion Programs; Civil Rights; State Standards; Educational Policy + Suchen Sie Ihr Suchwort? Kultusministerium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Language teacher; Sprachunterricht; Studienbuch; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Bürgerrechte; Grundrechte; Zivilrecht; Politics of education; Bildungspolitik
Abstract	English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: "Do state education agencies effectively prepare teachers of ELs?" We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01