A Mixed-Method Study: Districts' Implementation of Language Classification Policies and the Implications for Male, Hispanic, and Low-Income Middle School Students

Autor/inn/en	Reyes, Marcela; Domina, Thurston
Titel	A Mixed-Method Study: Districts' Implementation of Language Classification Policies and the Implications for Male, Hispanic, and Low-Income Middle School Students
Quelle	In: Education Policy Analysis Archives, 27 (2019) 30, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	State Policy; English Language Learners; Language Proficiency; School Districts; Classification; Parent Role; Teacher Role; At Risk Students; Gender Differences; Low Income Students; Educational Policy; Hispanic American Students; Middle School Students; Grade 8; California + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; School district; Schulbezirk; Classification system; Klassifikation; Klassifikationssystem; Parental role; Elternrolle; Lehrerrolle; Geschlechterkonflikt; Politics of education; Bildungspolitik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 08; 8. Schuljahr; Schuljahr 08; Kalifornien
Abstract	California state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification requirements that are more stringent than the state-mandated requirement. In this paper, we examine the reclassification process for two California school districts. In Manzanita Unified School District, administrators describe a system that explicitly provides a role for parents and teachers to influence reassignment decisions. In Granada Unified School District, administrators describe a system that is exclusively test-driven. Nevertheless, these two approaches yield similar reclassification outcomes. In both districts, male, Hispanic, and low-income ELL students are less likely to take or pass the required assessments. Even among students who do pass the assessments male, Hispanic, and low-income students are still less likely to be reclassified. We draw upon the notion of tight- and loose-coupling in educational organizations to make sense of this disconnect between ELL reclassification policies and reclassification outcomes in these two districts. We recommend administrators and teachers work together to establish but also implement their district'sobjec language classification policies. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01