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Creating a Bilingual Advantage: The Value of World Language and Biliteracy Skills on Academic Persistence and College Readiness
Creating a Bilingual Advantage: The Value of World Language and Biliteracy Skills on Academic Persistence and College Readiness
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151322
- ISBN
- 9798382308043
- DDC
- 379
- 저자명
- Kolar, Arun M.
- 서명/저자
- Creating a Bilingual Advantage: The Value of World Language and Biliteracy Skills on Academic Persistence and College Readiness
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 216 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Claessens, Amy.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약The dissertation presents a comprehensive study on the impact of assignment to English Language Development (ELD) services, such as English as a Second Language (ESL) courses, on English Learners (EL). It sheds light on how these services can create a barrier for EL students to meet college readiness requirements and potentially discourage high school graduation. The dissertation comprises two papers: the first is a survival analysis of student course-taking patterns, which provides crucial insights into students' academic persistence to complete high school and transition to a four-year college. The second paper is a policy evaluation that examines the effects of an incentive on English Learner reclassification and college-readiness rates in California, offering valuable implications for educational policies.The first paper studies whether participation in World Language education increases the academic persistence of EL and emergent bilingual students to continue investing in education in a survival analysis of student course-taking patterns on student academic persistence to maintain and continue educational investments in a quantitative research design utilizing the Cox proportional hazards method with time-varying covariates to produce hazard ratio estimates for the educational investments of interest. The second paper utilized quasi-experimental methods for causal inference to evaluate California's (2011) State Seal of Biliteracy (SoBL), an equity-oriented policy's impact on EL students' college readiness rates in California. The study used an Instrumental Variable design exploiting a natural policy experiment and found that the SoBL incentivized more EL students to exit ELD services. Results from Causal Mediation Analysis in an Instrumental Variable Regression found increasing EL English proficiency rates as a mediating variable by implementing the SoBL as the treatment also increased the rate of EL students meeting college-readiness requirements after exiting from ELD services. The findings from both papers show that ELD support services, specifically ESL courses, are seen as a barrier to graduating high school and meeting college readiness requirements for emergent bilingual students. The results found that EL students who initially desire to attend college but face barriers to meeting college admission requirements will take advantage of opportunities to graduate high school and meet college readiness requirements once presented with a pathway to college with perceived lower barriers in World Language education.
- 일반주제명
- Education policy
- 일반주제명
- Education finance
- 일반주제명
- Bilingual education
- 일반주제명
- Educational leadership
- 키워드
- English Learners
- 기타저자
- The University of Wisconsin - Madison Educational Policy Studies
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798382308043
■035 ▼a(MiAaPQ)AAI31239491
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aKolar, Arun M.
■24510▼aCreating a Bilingual Advantage: The Value of World Language and Biliteracy Skills on Academic Persistence and College Readiness
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a216 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Claessens, Amy.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThe dissertation presents a comprehensive study on the impact of assignment to English Language Development (ELD) services, such as English as a Second Language (ESL) courses, on English Learners (EL). It sheds light on how these services can create a barrier for EL students to meet college readiness requirements and potentially discourage high school graduation. The dissertation comprises two papers: the first is a survival analysis of student course-taking patterns, which provides crucial insights into students' academic persistence to complete high school and transition to a four-year college. The second paper is a policy evaluation that examines the effects of an incentive on English Learner reclassification and college-readiness rates in California, offering valuable implications for educational policies.The first paper studies whether participation in World Language education increases the academic persistence of EL and emergent bilingual students to continue investing in education in a survival analysis of student course-taking patterns on student academic persistence to maintain and continue educational investments in a quantitative research design utilizing the Cox proportional hazards method with time-varying covariates to produce hazard ratio estimates for the educational investments of interest. The second paper utilized quasi-experimental methods for causal inference to evaluate California's (2011) State Seal of Biliteracy (SoBL), an equity-oriented policy's impact on EL students' college readiness rates in California. The study used an Instrumental Variable design exploiting a natural policy experiment and found that the SoBL incentivized more EL students to exit ELD services. Results from Causal Mediation Analysis in an Instrumental Variable Regression found increasing EL English proficiency rates as a mediating variable by implementing the SoBL as the treatment also increased the rate of EL students meeting college-readiness requirements after exiting from ELD services. The findings from both papers show that ELD support services, specifically ESL courses, are seen as a barrier to graduating high school and meeting college readiness requirements for emergent bilingual students. The results found that EL students who initially desire to attend college but face barriers to meeting college admission requirements will take advantage of opportunities to graduate high school and meet college readiness requirements once presented with a pathway to college with perceived lower barriers in World Language education.
■590 ▼aSchool code: 0262.
■650 4▼aEducation policy
■650 4▼aEducation finance
■650 4▼aBilingual education
■650 4▼aEnglish as a second language
■650 4▼aEducational leadership
■653 ▼aAcademic persistence
■653 ▼aCollege readiness rates
■653 ▼aBilingual students
■653 ▼aEnglish Learners
■690 ▼a0458
■690 ▼a0277
■690 ▼a0282
■690 ▼a0449
■690 ▼a0441
■71020▼aThe University of Wisconsin - Madison▼bEducational Policy Studies.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161189▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
