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Download full textDaman Chhikara – Annenberg Institute for School Reform at Brown University, 2025
This study examines the relationship between English Learner (EL) classification, language program type, and peer victimization using nationally representative data from the Early Childhood Longitudinal Study- Kindergarten Class of 2011. Leveraging a sample of 9,562 children, this study investigates whether Dual-Language programs serve as a…
Descriptors: Children, English Learners, Bilingual Education, Language Usage
Peer reviewed
Direct linkMark B. Pacheco; F. Chris Curran; Lelydeyvis Boza; Amber W. Deig; Katharine T. Harris; Tiffany S. Tan – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners' science learning. More specifically, it traces…
Descriptors: Classification, Bilingual Education, Educational Policy, Educational Research
Ji-Young Choi; Shinyoung Jeon; Fattaneh Arabzadehjafari – Early Education and Development, 2024
This secondary analysis study examined patterns, predictors, and outcomes of dual language learners' (DLLs') development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly…
Descriptors: Bilingualism, Spanish, English (Second Language), Language Skills
Umansky, Ilana M.; Dumont, Hanna – American Educational Research Journal, 2021
Prior research has shown that English learner (EL) classification is consequential for students; however, less is known about how EL classification affects student outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using a national data set (Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011 or…
Descriptors: English Language Learners, Labeling (of Persons), Kindergarten, Teacher Attitudes
Redford, Jeremy – National Center for Education Statistics, 2018
Providing English language instruction has important implications for millions of children nationwide. This Statistics in Brief first discusses differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such…
Descriptors: English (Second Language), Second Language Learning, Kindergarten, Student Participation
Ilana Umansky; Hanna Dumont – Annenberg Institute for School Reform at Brown University, 2019
Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students' outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use coarsened exact matching to estimate the effect of EL…
Descriptors: English Learners, Classification, Teacher Attitudes, Teacher Student Relationship
