Tracking and high school English learners: limiting opportunity to learn.

Autor/in	Callahan, Rebecca M.
Titel	Tracking and high school English learners: limiting opportunity to learn.
Quelle	In: American educational research journal, 42 (2005) 2, S. 305-328Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312042002305
Schlagwörter	Empirische Untersuchung; Kind; High School; Schülerleistung; Lernerfahrung; Leistungsdifferenzierung; Leistungskurs; Sprachkompetenz; Englisch als Zweitsprache; Englischunterricht; Forschungsstand; Migrant; USA
Abstract	Programs and policies related to the education of English learners are often based on the belief that fluency in English is the primary, if not sole, requirement for academic success. While English is in fact necessary for academic success in U.S. schools, so is a strong base in content-area academics. This study investigated the effects of track placement and English proficiency on secondary English learners' academic achievement while taking students' previous schooling and length of time enrolled in U.S. schools into account. In the case of a variety of outcomes, track placement was a better predictor of achievement than proficiency in English. Results indicate that track placement is a better predictor of English learners' academic performance than proficiency in English, highlighting the importance of quality instruction for English learners. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3