Improving Understanding of English Learner Education through an Expanded Analytic Framework

Autor/inn/en	Thompson, Karen D.; Umansky, Ilana M.; Rew, W. Joshua
Titel	Improving Understanding of English Learner Education through an Expanded Analytic Framework
Quelle	In: Educational Policy, 37 (2023) 5, S.1315-1348 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Karen D.) ORCID (Umansky, Ilana M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221087214
Schlagwörter	English Language Learners; Student Experience; Outcomes of Education; Elementary Secondary Education; Accountability; Educational Legislation; Federal Legislation; Educational Quality; Graduation Rate; Age Differences; Academic Achievement; Oregon + Suchen Sie Ihr Suchwort? Studienerfahrung; Lernleistung; Schulerfolg; Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Quality of education; Bildungsqualität; Age; Difference; Age difference; Altersunterschied; Schulleistung
Abstract	Existing analytic frameworks used to analyze and report on English learner (EL) students have important limitations that complicate the efforts of policymakers, practitioners, and researchers to fully understand this group's experiences and outcomes and respond accordingly. To address this issue, we argue that education agencies should report and analyze outcomes for four categories of students: current ELs, former ELs, ever ELs (the combined group of current and former ELs), and never ELs. We present empirical data from six applications of our proposed four-category framework, illustrating the insights it provides. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01