English Learner Labeling: How English Learner Status Shapes Teacher Perceptions

• In Event: Tracking, Labeling, and Sorting

Abstract

Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts student 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 status on teachers’ perceptions of students’ skills in language arts, math, science, and social studies in kindergarten through second grade. We further explore whether that impact is moderated by instructional setting (bilingual versus English immersion). We find evidence that EL classification results in lower teacher perceptions across content areas and grade levels. This impact is, however, moderated by bilingual environments.

Authors

• Ilana Marice Umansky, University of Oregon

• Hanna Dumont, University of Potsdam