English language learners are one of the most rapidly growing demographic groups of students in the United States. A key goal for this group of students is to transition out of English language learner status by demonstrating English proficiency. Previous research has demonstrated that the timing of when a child is reclassified as English proficient may influence students educational outcomes, yet little is known about what facilitates or hinders the reclassification process.
Using a rich longitudinal student-level statewide dataset from Texas, this dissertation employs event history analysis to investigate factors that influence English language learners probability of reclassification. Specifically, this dissertation examines the role that English proficiency and achievement assessments play in the reclassification process and explores the degree to which students social demographic characteristics, educational profile, schooling environment and local policy context influence reclassification decisions. In doing so, this dissertation makes a timely and unique contribution to the research literature on improving educational access and equity for English language learners by disentangling how state assessments, student characteristics and local context drive the rate of the reclassification process, which may in turn determine how quickly English language learners are granted access to valuable educational resources such as more advanced academic tracks, higher quality teachers and meaningful social networks with peers who are proficient in English.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-08022012-205829 |
| Date | 10 August 2012 |
| Creators | Mavrogordato, Madeline Emily Clark |
| Contributors | Ellen B. Goldring, George C. Bunch, Ronald W. Zimmer, Stella M. Flores |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-08022012-205829/ |
| Rights | restrictone, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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