Linguistic Disparities in Urban School Contexts: Examining Race, English Proficiency, and Course-Taking

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-1 - Division G Section 4: Policy and Praxis

Abstract

This study analyzes nationally-representative data from the Education Longitudinal Study to examine how opportunity to learn (OTL) influences the mathematics achievement of 12th grade language minority urban students. Utilizing two-level hierarchical linear models to untangle LM status/English-language proficiency, course-taking and urban school contexts, this study contributes statistical evidence of explanatory indicators of mathematics achievement. Findings from this study reveal that negative effects on achievement are attenuated with higher proportions of students enrolled in college-preparatory mathematics courses. Additionally, the negative effect of ELP on achievement was most pronounced for Latino LMs. To redress inequitable achievement outcomes, policy implications related to the Common Core Standards suggest maximizing LMs’ OTL and integrating pedagogical practices that promote both LMs’ English-language and academic language development.

Authors

• Eduardo Mosqueda, University of California - Santa Cruz

• Saul Isaac Maldonado, University of California - Santa Cruz

• Arnold E. Sánchez Ordaz, University of California - Santa Cruz

• Pedro E. Nava, Mills College