Exploring the Relationship Between English Learners and Their Peers: Secondary School Math Course-Taking in Three States (Poster 3)

• In Event: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research
  In Invited Poster Session: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research Poster Session

Abstract

Under the Every Student Succeeds Act, student classified as English learner (EL) are entitled to have meaningful access to academic content courses. This policy is intended to ensure that EL students achieve grade-level academic standards while developing their English proficiency. However, EL students lag behind other students on the completion of and achievement in many subjects, especially math.

This study examined EL students’ math achievement by focusing on roles of peers. Specifically, I described characteristics of EL students’ peers in different levels of secondary school math courses and causally estimated peer effects on their math achievement through social network analysis. The results revealed current course placement practices for EL students, with implications for how to improve their math leaning environments.

Author

• Taiyo Itoh, University of Oregon