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Demystifying Systemic Barriers for Multilingual Adolescents: An Examination of State and Local Policies and Their Implications
Sun, April 27, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 707Session Type: Symposium
Abstract
This session addresses systemic barriers faced by adolescent multilinguals classified as English learner (EL) in U.S. schools, focusing on policy obstacles at the middle and high school levels. The four presentations use diverse methodologies to explore important state and local policies related to the long-term EL (LTEL) category, early college programs, career and technical education (CTE), and course placement. By examining these education policies and their implications for the opportunities and outcomes of adolescent multilingual students, the session provides comprehensive insights into both challenges and potential solutions, aligning with AERA’s theme of just education renewal.
Sub Unit
Chairs
Papers
From Classroom to Career: Expanding CTE Opportunities for Multilingual Students Classified as English Learners - Madeline Mavrogordato, Michigan State University; Caroline Bartlett, University of Tennessee; Matthew J. Guzman, Michigan State University
The Role of Course Concentration in English Learners’ Graduation and Postsecondary Outcomes - Kristin Black, New York University; Ben Le, New York University; Ramy Abbady, New York University; Coleen D. Carlson, University of Houston; Jeremy Miciak, University of Houston; Lindsay Romano, New York University; David J. Francis, University of Houston; Michael J. Kieffer, New York University