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47.055 - Curricular Policy and Language-Minority Student Inclusion
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, Floor: 200 Level, Room 201FSession Type: Paper Session
Abstract
Nearly 10 percent of students in US public schools are English language learners. The papers in this session consider a range of curricular policy strategies for extending educational opportunity for this rapidly growing student population.
Sub Unit
Chair
Papers
Dual-Language Immersion Access and Outcomes Under Statewide Expansion - Jennifer L. Steele, American University; Johanna Watzinger-Tharp, University of Utah; Robert Slater, American Councils for International Education; Gregg Roberts, American Councils for International Education; Karl Bowman, Utah State Board of Education
Effects of Dual Language Immersion on English Learner Reclassification: A Discrete-Time Survival Analysis - Jennifer L. Steele, American University; Graziello Covello, American University; Robert Slater, American Councils for International Education; Gema Zamarro, University of Arkansas; Trey Miller, RAND Corporation; Jennifer Li, RAND Corporation; Michael Bacon, Portland Public Schools
English Learner Education in the Era of the Every Student Succeeds Act: A Three-State Comparison of Teacher Preparedness - Adam Kirk Edgerton, Learning Policy Institute; Erica Saldivar Garcia, University of Pennsylvania; Nelson Flores, University of Pennsylvania
Inequalities in Postsecondary Attainment by English Learner Status: A Case of Leveled Tracking - Brian Holzman, Rice University
Exploring the Long-Term English Learner Student Population Using Large-Scale Assessment Data - Narek Sahakyan, University of Wisconsin - Madison; Sarah Ryan, Wisconsin Center for Education Research