Classified : the effects of English learner status on high school and college opportunities
Abstract/Contents
- Abstract
- Every one in ten students in US public K-12 schools today is an English Learner (EL). Educators are becoming increasingly concerned over their low achievement and high school graduation rate. Qualitative research shows that EL underachievement can be attributed to limited access to a rigorous curriculum. This dissertation compares the level of access ELs and non-ELs have to secondary and postsecondary educational opportunities. The first study uses regression analysis to compare the high school course-taking and credit-earning patterns of non-ELs and ELs with various lengths of EL status. The second study identifies the causal relationship between summer credit recovery and newcomer ELs' academic outcomes using a difference-in-differences-in-differences design. The third study applies a regression discontinuity design to estimate the causal impact of EL classification on high school graduation and college attendance. I find that academic course-taking vary substantially not only between ELs and non-ELs but also within the EL population. Summer credit recovery significantly increases course access for recent immigrants. Initial EL classification has no significant effects on graduation and college enrollment, but reclassification just before school transition (5th and 8th grade) may impact graduation and, conditional on college attendance, college choice and enrollment intensity. This dissertation extends our understanding of ELs' academic access in high school, improving upon previous studies with detailed analyses on a much larger sample. The findings also inform policymakers of inequities in educational opportunities by EL status and provide evidence for the efficacy of targeted interventions.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2019; ©2019 |
| Publication date | 2019; 2019 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Johnson, Angela Sun | |
|---|---|---|
| Degree supervisor | Bettinger, Eric | |
| Thesis advisor | Bettinger, Eric | |
| Thesis advisor | Dee, Thomas S. (Thomas Sean) | |
| Thesis advisor | Goldenberg, Claude Nestor, 1954- | |
| Degree committee member | Dee, Thomas S. (Thomas Sean) | |
| Degree committee member | Goldenberg, Claude Nestor, 1954- | |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Angela Sun Johnson. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2019. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2019 by Angela Sun Johnson
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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