Malleable Levers to Improve Secondary English Learners' Access to ELA and Math: A Statewide Examination

• In Event: Reconceptualizing and Improving the Education of Adolescent English Learners: An Ecological Approach

Abstract

Objectives
Research documents that students classified as English learners (ELs) in middle and high school have conscribed course-taking patterns (Umansky, 2016). These patterns are characterized by placement in lower level and/or segregated classes, as well as outright exclusion from classes (e.g., course schedules with no English language arts [ELA] or math classes). ELs’ conscribed course access evokes larger patterns of academic tracking that contribute to opportunity and achievement gaps for historically minoritized and marginalized students (Ladson-Billings, 2006; Oakes, 2005). The study moves beyond identification of an equity barrier and explores possible solutions to that barrier.

Drawing on statewide longitudinal data from Oregon, this study asks: How are three instructional policy levers—(1) amount of instructional time, (2) delivery model for English language development (ELD) instruction, and (3) teacher preparation— associated with EL students’ ELA and math enrollment?

Framework
Drawing on sociocultural/ecological theory (van Lier, 2004), we focus on the nested systems that shape learning by examining three levers related to instructional services for ELs that may moderate course access (Saunders et al., 2017).

Amount of instructional time. Research has shown that enrollment in one or more periods of ELD may crowd-out enrollment in other courses (Rios-Aguilar et al., 2012). Alternatively, ELs may be afforded extra time, such as an extra period during the school day, so that ELD and core course enrollment can occur concurrently.

ELD delivery model. While many schools provide ELD in separate, designated instructional blocks, some schools offer integrated ELD instruction such that EL students receive ELD instruction within content-area classes (Bell & Baecher, 2012), opening time in students’ schedules.

Teacher preparation. Because effectively teaching ELs within mainstream content area classes is technically challenging, professional development can prepare content teachers to differentiate material within heterogeneous classrooms and increase teachers’ confidence and inclination toward having ELs in their classes (Master et al., 2016).

Data
This study draws on K-12 longitudinal statewide student-level data from 2006/07 through 2018/19. The master dataset includes student demographic data, including EL status and student outcome data. Course-taking data spans 2013/14 through 2018/19.

Method
We use three-level hierarchical linear modeling (HLM) to account for the nesting of students within classes and schools, with level 1 representing students, level 2 representing classrooms, and level 3 representing schools. HLM allows us to identify the association of each of these three levers with ELA and math enrollment while accounting for the nested nature of students. While these models are descriptive in nature, we include a host of covariates in the models in an effort to narrow in on possible effects.

Results
Analyses are ongoing; however, preliminary findings suggest positive associations between ELs’ course access and our three malleable levers.

Significance
Prior research has identified ELs’ limited access to core content as a key barrier impacting educational equity. However, little research to date has rigorously examined what policies and practices can improve ELs’ access to core content. These findings will have practical implications for rectifying ELs’ unequal access to content and improving their life opportunities.

Authors

• Ilana Marice Umansky, University of Oregon

• Karen D. Thompson, Oregon State University

• Li Cai, University of California - Los Angeles