What Blocks the Gate? Exploring Current and Former English Learners' Math Course-Taking in Secondary School

Autor/in	Thompson, Karen D.
Titel	What Blocks the Gate? Exploring Current and Former English Learners' Math Course-Taking in Secondary School
Quelle	In: American Educational Research Journal, 54 (2017) 4, S.757-798 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Classification; English Language Learners; School Districts; Case Studies; Student Motivation; Mixed Methods Research; Mathematics Instruction; High School Students; Student Placement; Academic Achievement; Educational Policy; Mathematics Education; Enrollment Trends; Interviews; California + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; School district; Schulbezirk; Case study; Fallstudie; Case Study; Schulische Motivation; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerpraktikum; Schulleistung; Politics of education; Bildungspolitik; Mathematische Bildung; Interviewing; Interviewtechnik; Kalifornien
Abstract	This mixed-methods study couples large-scale analyses of student course-taking with case study data to explore what blocks the gate to enrollment in and successful completion of secondary math courses for students ever classified as English learners (ever ELs). Initial quantitative findings indicate that half of all students across six California districts, including ever ELs, repeated a math course between 8th and 10th grades, with limited evidence of additional learning during students' second time in the course. Ever EL case study findings indicate that interactions between institutional (course placement policies), classroom (ways of knowing), and individual (student motivation) factors shaped students' math course-taking trajectories, suggesting that opportunity to learn is necessary but not sufficient for educational success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01