Tracking and High School English Learners: Limiting Opportunity to Learn

Autor/in	Callahan, Rebecca M.
Titel	Tracking and High School English Learners: Limiting Opportunity to Learn
Quelle	In: American Educational Research Journal, 42 (2005) 2, S.305-328 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Track System (Education); High School Students; Language Proficiency; English (Second Language); Second Language Learning; Ability Grouping; Academic Achievement; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Programs and policies related to the education of English learners are often based on the belief that fluency in English is the primary, if not sole, requirement for academic success. While English is in fact necessary for academic success in U.S. schools, so is a strong base in content-area academics. This study investigated the effects of track placement and English proficiency on secondary English learners' academic achievement while taking students' previous schooling and length of time enrolled in U.S. schools into account. In the case of a variety of outcomes, track placement was a better predictor of achievement than proficiency in English. Results indicate that track placement is a better predictor of English learners' academic performance than proficiency in English, highlighting the importance of quality instruction for English learners. (Contains 3 figures, 8 notes, and 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10