Academic Achievement and Course Taking among Language Minority Youth in U.S. Schools: Effects of ESL Placement

Autor/inn/en	Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra
Titel	Academic Achievement and Course Taking among Language Minority Youth in U.S. Schools: Effects of ESL Placement
Quelle	In: Educational Evaluation and Policy Analysis, 32 (2010) 1, S.84-117 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373709359805
Schlagwörter	Language Minorities; College Preparation; Academic Achievement; Profiles; English (Second Language); Second Language Learning; Placement; Longitudinal Studies; Second Language Instruction; Language Proficiency; Mathematics Achievement; Student Placement; Educational Policy; Student Characteristics; Institutional Characteristics; Family Characteristics; Statistical Analysis + Suchen Sie Ihr Suchwort? Sprachminderheit; Schulleistung; Charakterisierung; Profilanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Betriebspraktikum; Praktikum; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerpraktikum; Politics of education; Bildungspolitik; Statistische Analyse
Abstract	English as a second language (ESL) is meant to provide a meaningful education for students learning English (ELLs); however, its effects remain largely unexplored. Using longitudinal, nationally representative data from the Educational Longitudinal Study, the authors estimate the effects of ESL placement on language minority (LM) adolescents' college preparation and academic achievement. Findings indicate that LM students who most closely fit the EL profile (recent immigrant, relatively low English proficiency) experience positive math outcomes and null effects in other academic areas; however, LM students who fit this profile less well experience negative effects. Results suggest that although ESL placement may benefit students most in need and for a limited time after arrival, considerable caution is advised in students' placement and retention in ESL. (Contains 5 tables and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10