Peeling back the label : studies of educational opportunity among students learning English
Abstract/Contents
- Abstract
- This dissertation examines the educational opportunities and resulting outcomes of the fastest growing official subgroup of students in U.S. schools, students learning English. Using quantitative methodologies, longitudinal data from a large, urban school district in California, and drawing upon sociological theory on educational stratification, immigration, language, race and ethnicity, and labeling, the dissertation is comprised of three main analyses. The first analysis examines the reclassification patterns of Latino English learner students, identifying not only the median amount of time it takes to reclassify but, importantly, what proportion of students reclassify by the end of elementary, middle, and high school, and how these reclassification patterns differ based on students' instructional environment (English immersion, transitional bilingual, maintenance bilingual, and dual immersion). The second analysis examines English learner students' access to core content in middle school both descriptively and quasi-experimentally. The third analysis turns to look at the long-term effects of classification as an English learner on achievement. In summary, this dissertation addresses an issue of enormous importance in education today: the highly inequitable outcomes of students learning English. The dissertation explores key aspects of the educational opportunities afforded to English learners, the causal outcomes of those opportunities, and, importantly, the malleable factors that can improve the opportunities and outcomes of students learning English.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2014 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Umansky, Ilana |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Reardon, Sean F |
| Thesis advisor | Reardon, Sean F |
| Thesis advisor | Carnoy, Martin |
| Thesis advisor | Goldenberg, Claude Nestor, 1954- |
| Thesis advisor | Hakuta, Kenji |
| Thesis advisor | Jiménez, Tomás R. (Tomás Roberto), 1975- |
| Advisor | Carnoy, Martin |
| Advisor | Goldenberg, Claude Nestor, 1954- |
| Advisor | Hakuta, Kenji |
| Advisor | Jiménez, Tomás R. (Tomás Roberto), 1975- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Ilana Umansky. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2014. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2014 by Ilana Marice Umansky
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