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English Learner Education: Examining Policy Decisions and Their Impact on Student Outcomes
English Learner Education: Examining Policy Decisions and Their Impact on Student Outcomes
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152012
- ISBN
- 9798342713580
- DDC
- 379
- 서명/저자
- English Learner Education: Examining Policy Decisions and Their Impact on Student Outcomes
- 발행사항
- [Sl] : University of Oregon, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 208 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Umansky, Ilana.
- 학위논문주기
- Thesis (Ph.D.)--University of Oregon, 2024.
- 초록/해제
- 요약This three-article dissertation examined how policy choices in three key policy areas - initial enrollment, service provision, and reclassification - impact English learner (EL)- classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support districts in implementing procedures to award credit to secondary newcomer students for prior learning experiences. The findings reveal a lack of education statutes and regulations, and limited implementation guidance from SEAs to support newcomer credit transfer. The second article zooms into Portland Public Schools in Oregon and examines the causal effect of the district's dual language immersion (DLI) program. The study found significant positive effects of the DLI program, demonstrating a notable increase in credit accrual, high school graduation rates, and attainment of the Seal of Biliteracy among participating students. The third article investigates the causal impact of reclassification from EL services in 5th and 8th grade on high school graduation and the mediating role of course access. The study does not identify significant effects of reclassification and does not find evidence supporting the hypothesis that early access to English Language Arts and Algebra 1 mediates the potential impact of reclassification. Findings from this dissertation contribute novel evidence to EL education policy and highlight how policy decisions at different entry points can potentially shape student outcomes.
- 일반주제명
- Education policy
- 일반주제명
- Language
- 일반주제명
- Linguistics
- 일반주제명
- Educational evaluation
- 일반주제명
- Education
- 키워드
- English learner
- 키워드
- Newcomers
- 키워드
- Reclassification
- 기타저자
- University of Oregon Department of Education Studies
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798342713580
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aVazquez Cano, Manuel.▼0(orcid)0000-0001-5900-1575
■24510▼aEnglish Learner Education: Examining Policy Decisions and Their Impact on Student Outcomes
■260 ▼a[Sl]▼bUniversity of Oregon▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a208 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Umansky, Ilana.
■5021 ▼aThesis (Ph.D.)--University of Oregon, 2024.
■520 ▼aThis three-article dissertation examined how policy choices in three key policy areas - initial enrollment, service provision, and reclassification - impact English learner (EL)- classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support districts in implementing procedures to award credit to secondary newcomer students for prior learning experiences. The findings reveal a lack of education statutes and regulations, and limited implementation guidance from SEAs to support newcomer credit transfer. The second article zooms into Portland Public Schools in Oregon and examines the causal effect of the district's dual language immersion (DLI) program. The study found significant positive effects of the DLI program, demonstrating a notable increase in credit accrual, high school graduation rates, and attainment of the Seal of Biliteracy among participating students. The third article investigates the causal impact of reclassification from EL services in 5th and 8th grade on high school graduation and the mediating role of course access. The study does not identify significant effects of reclassification and does not find evidence supporting the hypothesis that early access to English Language Arts and Algebra 1 mediates the potential impact of reclassification. Findings from this dissertation contribute novel evidence to EL education policy and highlight how policy decisions at different entry points can potentially shape student outcomes.
■590 ▼aSchool code: 0171.
■650 4▼aEducation policy
■650 4▼aLanguage
■650 4▼aLinguistics
■650 4▼aEducational evaluation
■650 4▼aEducation
■653 ▼aDual language immersion
■653 ▼aEnglish learner
■653 ▼aLearning experiences
■653 ▼aNewcomers
■653 ▼aReclassification
■653 ▼aRegression discontinuity
■690 ▼a0458
■690 ▼a0443
■690 ▼a0679
■690 ▼a0290
■690 ▼a0515
■71020▼aUniversity of Oregon▼bDepartment of Education Studies.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0171
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162440▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
