Systemic Factors That Limit English Learners' Access to Mathematics: Lessons From a Research-Practice Partnership

Session Type: Symposium

Abstract

This symposium will share lessons learned from a research-practitioner partnership whose goal is to identify systemic factors that limit the access to mathematics courses for students classified by the school system as English learners (ELs). ELs are students whose home language is not English and who are assumed to not be unable to benefit from instruction in English. Our investigation addressed the fact that being labeled as EL often prevents students from having access to mathematics courses. Different analytical techniques show the variety and complexity of systemic factors not related to language proficiency that limit opportunities for ELs to have access to high quality mathematics instruction.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 1: Applied Research in Schools

Chair

• Guillermo Solano-Flores, Stanford University

Discussants

• Michelle B. Nayfack

• Laura P. Wentworth, California Education Partners

Papers

• English Learners' High School Mathematics Trajectories: The Impact of Remediation on College Eligibility - Paulina Biernacki, Credit Karma; Guillermo Solano-Flores, Stanford University

• Lacking Predictiveness of Success and Propagated Biases: The Use of Summative Assessments in Mathematics Course Placement Decisions - Julian Maximilian Siebert, Stanford University

• Examining and Representing Middle School Math Course Heterogeneity - Hsiaolin Hsieh, Stanford University

• Segregation in Mathematics Classes in Comparison to English Language Arts, Social Studies, and Science - Roza Nalbandyan, Stanford University; Guillermo Solano-Flores, Stanford University