Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics

Autor/inn/en	López, Francesca; McEneaney, Elizabeth; Nieswandt, Martina
Titel	Language Instruction Educational Programs and Academic Achievement of Latino English Learners: Considerations for States with Changing Demographics
Quelle	In: American Journal of Education, 121 (2015) 3, S.417-450 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Programs; Bilingual Education Programs; Hispanic American Students; Demography; Population Trends; Grade 4; Reading Achievement; Mathematics Achievement; Science Achievement; National Competency Tests; Comparative Analysis; Federal Legislation; Educational Legislation; Elementary Secondary Education; Second Language Learning; Court Litigation; English Language Learners; Equal Education; Access to Education; Content Analysis; State Policy; Scoring Rubrics; Predictor Variables; Least Squares Statistics; School Districts; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Demografie; Bevölkerungsprognose; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bundesrecht; Bildungsrecht; Schulgesetz; Zweitsprachenerwerb; Rechtsstreit; Education; Access; Bildung; Zugang; Bildungszugang; Inhaltsanalyse; Scoring formulas; Auswertungsbogen; Prädiktor; School district; Schulbezirk
Abstract	Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01