Evaluating English Learner Reclassification Policy Effects across Districts

Autor/inn/en	Cimpian, Joseph R.; Thompson, Karen D.; Makowski, Martha B.
Titel	Evaluating English Learner Reclassification Policy Effects across Districts
Quelle	In: American Educational Research Journal, 54 (2017) 1, S.255 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216635796
Schlagwörter	English Language Learners; Classification; Developmentally Appropriate Practices; Longitudinal Studies; Language Fluency; Regression (Statistics); School Districts; State Policy; Educational Policy; Decision Making; Evaluation Criteria; Outcomes of Education; Academic Achievement; Research Design; Probability; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Entwicklungsbezogene Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Language skills; Sprachkompetenz; Regression; Regressionsanalyse; School district; Schulbezirk; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg; Schulleistung; Forschungsdesign; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse; Qualitative Forschung
Abstract	Effectively educating the large English learner population requires policymakers to ensure developmentally appropriate settings and services throughout the time students are learning English, as well as during their transition to fluent English proficient status--a process termed "reclassification." Using longitudinal student-level data from two U.S. states (N = 107,549), the authors implemented recent advances in multi-site regression discontinuity designs to assess the effects of reclassification policies across districts. They found that reclassification decisions are heavily influenced by state criteria; however, there is considerable variability across districts in the extent of state-level influence. The authors also found robust evidence of between-district heterogeneity in the effects of reclassification on subsequent achievement and graduation. They discuss the implications of these findings for reclassification policies and future research on the topic. Looking toward the next century of education research, the authors discuss ways that multi-site regression discontinuity designs can be combined with qualitative research to enable policymakers and practitioners to better understand variation in effects of policies across contexts as well as the mechanisms underlying those effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01