Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design

Autor/inn/en	Lee, Monica G.; Soland, James G.
Titel	Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design
Quelle	In: Educational Evaluation and Policy Analysis, 45 (2023) 1, S.27-51 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Monica G.) ORCID (Soland, James G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221097419
Schlagwörter	English Language Learners; Classification; Elementary School Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Change; Social Emotional Learning; Influences; Self Concept; Self Efficacy; Self Management; Interpersonal Competence; Student Attitudes; School Attitudes; California + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Wandel; Influence; Einfluss; Einflussfaktor; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Interpersonale Kompetenz; Schülerverhalten; Kalifornien
Abstract	Reclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and important to long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among 4th to 8th graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts might establish practices that instill more positive academic beliefs among ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01