Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data

Merino, Barbara J.; Gándara, Patricia

doi:10.2307/1164345

Cited by 13 publications

(13 citation statements)

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“…California Education Code § 313(d) stipulates the use ofmultiple criteria in determining whether to reclassify a child from ELL to R-FEP status, but each district in California ultimately determines its own criteria for reclassification (cf., Gandara & Merino, 1993;Linquanti, 2001). The criteria suggested by the state include, but are not limited to, California English Language Development Test (CELDT) scores, teacher evaluations, parental opinion, and a comparison ofbasic skills relative to those of English-proficient students of the same age, interpreted by districts as standardized test scores on an assessment of English language arts (i.e., the California Standards Test [CST] of English Language Arts [CST-ELA]V Along with CST-ELA scores, some districts (but not the one studied here) also consider CST mathematics scores.…”

Section: Reclassification Processmentioning

confidence: 99%

Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design with Instrumental Variables

Robinson

2011

Educational Evaluation and Policy Analysis

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When English learners are "reclassified" as fluent English projicient, often their instructional setting changes, including a significant reduction in or elimination ofEnglish language development services. Depending on a child's language skills, this instructional change could hinderfuture development or provide needed opportunities for learning advanced material. By establishing assessment-based guidelinesfor reclassification, policy makers have tremendous influence on when these settings change. The author highlights this policy lever for guiding reclassification decisions and identifies a method for rigorously evaluating whether the thresholdfor transitioning between settings is appropriate. This method-binding-score regression discontinuity with an instrumental variable-was then implemented to obtain unbiased effects ofreclassification on academic outcomes for students on the cusp ofmeeting reclassificationcriteria toprovide crediblepolicy recommendationsfor maintaining or shifting assessmentbased reclassification thresholds. The method detailed here can be used by policy makers to evaluate their own assessment-based guidelines.

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Section: Reclassification Processmentioning

confidence: 99%

Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design with Instrumental Variables

Robinson

2011

Educational Evaluation and Policy Analysis

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“…The claim for 'regular' education status is also supported by the absence of an exit process whereby an ELL is reclassified as fluent English proficient and is required to leave their specialized program. The intake Á program placement Á exit process is integral to most programs for ELLs (de Jong 2004;Gándara and Merino 1993;Linquanti 2001). Within the traditional, remedial framework, long-term student participation in the program is seen as a disadvantage for linguistic and social development and perceived as 'languishing' in a segregated program (Krashen 2001).…”

Section: Two-way Immersion (Twi) Programs and Alternative Discoursesmentioning

confidence: 99%

Dual language programs as a strand within a secondary school: dilemmas of school organization and the TWI mission

Jong

Bearse

2012

International Journal of Bilingual Education and Bilingualism

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Dual language (DL) programs aim to create additive bilingual learning environments where the dominant language and the minority language are given equal status at the program, curricular, and instructional level. While several studies have documented the effectiveness of DL programs and classroom-based practices, few have considered how the organizational context affects the implementation of effective DL practices when the program is only a strand within the school. The purpose of this study was to consider this question in the context of a middle school two-way immersion (TWI) program through the analysis of teacher interviews, triangulated with student survey and focus group data. Our analysis suggests a basic conflict between effective TWI practices and the middle school structure. We conclude that integrated, interdisciplinary approaches that are systemically supported within the school are necessary to support TWI goals and pluralist discourses.

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“…Further complicating the issue, ELL status correlates highly with a number of non-language related factors, including poverty (Ragan & Lesaux, 2006) and exposure to substandard resources (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003). ELL identification processes then vary not only across schools, districts and states 2 , but also across the academic career of the individual student (Gándara & Merino, 1993; Linquanti, 2001; Ragan & Lesaux, 2006). The lack of a uniform definition of ELL is but one factor that may contribute to the lower educational achievement of language minority students (August & Hakuta, 1997).…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement

Callahan

Wilkinson

Muller

2010

Educational Evaluation and Policy Analysis

153

174

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The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

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Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data

Cited by 13 publications

References 0 publications

Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design with Instrumental Variables

Evaluating Criteria for English Learner Reclassification: A Causal-Effects Approach Using a Binding-Score Regression Discontinuity Design with Instrumental Variables

Dual language programs as a strand within a secondary school: dilemmas of school organization and the TWI mission

Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement

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