This dissertation studies the effects of female labor market participation on fertility spacing in U.S., and the impact of special language programs on academic achievement of English language learners in Texas public schools. The first essay studies the relationship between labor market participation and childbirth spacing. I construct a simple dynamic discrete-choice model to theoretically develop several implications. My model's key prediction is that while continuously working women would like to smooth the stream of children (longer spacing), those who transitorily drop out of the labor force would want to do the opposite (shorter spacing). Empirically testing the predictions of the model requires a serious effort to deal with endogeneity of the labor market participation around the time of the births. I propose to use a set of simulated marginal tax schedules and unemployment rate as instruments for labor market participation. Using National Longitudinal Survey Youth (NLSY) data I find that the current participation effect is positive and motivates working women to delay the second birth three to five years, while the future participation effect is negative and encourages women who transitorily drop out of the labor force due to childbearing to have their second child one to two years earlier. These participation effects on spacing become stronger with fewer years of education, lower non labor income, lower complete fertility, and early motherhood. The second essay studies the impact of special language programs on academic achievement of English language learners in Texas public schools. A considerable proportion of Hispanic students are classified as English Language Learners (ELL) and might have difficulty performing ordinary classwork in English. There is evidence that students designated as ELL are considerably behind the rest of the student population with respect to meeting the proficiency requirements under No Child Left Behind. Using student-level TAKS testing data and campus-level data for years 2003-2009, I study the effects of Bilingual and ESL programs on academic achievement of Texas public school students. Program effects are identified by following achievement gains of several cohorts of students across grade, using individual and school fixed effects. Results show that academic performance of ELL students improves with bilingual program participation. Bilingual effects on achievements gains in the reading test are higher for English language learners (between 0.08 and 0.15 standards deviations); bilingual effect in reading is greater than in math; and bilingual effect in sixth grade exceeds the bilingual effect in fourth and fifth grades. There is also evidence that changing programs from bilingual to ESL or from bilingual to regular can result in lower achievements grades.

This study was designed to explore the acculturation experiences of military-related immigrant wives enrolled in an ESL program in a selected community college. More specifically, the purpose of the study was to understand the personal and structural forces that facilitated or hindered their acculturation process into their community of residence and whether their participation and retention in ESL classes contributed to their acculturation. Using a qualitative design with the basic interpretive paradigm, data collection consisted of face-to-face interviews with 14 immigrant military wives from 10 differing countries who were either enrolled or had been enrolled in a community college ESL program. The site chosen served a multicultural population of military spouses who enrolled in educational programs that offered English language development. The nearest ESL program, located at a community college near the military base, became an information-rich site for the study. The findings from the study highlighted the role of English language as an essential element to adjustment into the society of the United States for military immigrant wives, leading to acculturation and subsequently personal transformation. The data revealed both external and internal forces that influenced the acculturation process. External (structural) forces included community, workforce, the military, and an educational institution. The secondary forces included racial discrimination, cultural differences, and social networks within the community. Internal forces included love and care and self-efficacy. Self-efficacy was manifested through their persistence, patience, and resilience.

Doctor of Philosophy / Curriculum and Instruction Programs / Thomas Vontz / Offering a high-quality education to English language learners (ELLs) is a challenge in schools across the United States. Yet, few studies have been conducted to investigate high school English as a second language (ESL) programs. This study provides insights into how a Kansas urban high school ESL program promotes access to the curriculum for ELLs by providing for their social, affective, linguistic, and academic needs. The purpose of this dissertation is to use the premise of educational equity and Catherine Walsh’s (1991) educational needs for ELL school success to explore how structural components of the ESL program in this study promote the access of ELLs to the curriculum. This study offers (1) insights into how urban school districts with high ELL populations might address the issue of access to the curriculum, (2) insights into various perceptions of participant groups—administrators, teachers, and students, and (3) insights into how ESL program components address the educational needs for ELLs to gain access to the curriculum. More specifically, this study emphasizes the following four structural components of the ESL program: (1) student placement, (2) sheltered content courses, (3) teaming, and (4) Spanish for native speakers courses. These structural components are used as a lens to view how social, affective, linguistic, and academic needs of ELLs are addressed. Although the results of this study cannot be generalized to other schools or districts, this study may help other districts, schools, and individual teachers make informed decisions. By demonstrating how four structural ESL program components meet the needs of ELLs in a high school setting, other educators might replicate components on their journey for educational equity within their own venues.