30.046 - Can the "Blunt Instruments" of Education Policy Affect Classroom Practice for English Learners?

Session Type: Symposium

Abstract

This session explores the impact of higher-level policies on the instructional practices and settings English learners (ELs) experience daily. Using a variety of methods, ranging from structured interviews to regression discontinuity designs, the three papers presented in this session examine: (1) whether school turnaround policies have a differential effect on the academic outcomes and experiences of ELs, and how technical assistance and strategy implementation relates to these effects; (2) how policies specifying the range of English proficiency levels within a single classroom might improve or hinder opportunities to learn; and (3) which features of bilingual education programs educators and policymakers identify as most beneficial. Each empirical paper addresses policy-practice linkages. Two national experts on EL policy will provide discussant comments.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 8: Social Policy and Education

Chair

• Anne-Marie Nunez, The Ohio State University

Papers

• English Learner Classroom Composition, English Proficiency, and Content Achievement - Peggy Estrada, University of California - Santa Cruz

• Axes of Variation in Bilingual Program Implementation: Learning From School and District Leaders - Ilana Marice Umansky, University of Oregon; Misael Flores, University of Oregon; Nikki Cox; Sean F. Reardon, Stanford University; Rachel Valentino, Stanford University

Discussants

• Robert T. Linquanti, WestEd

• Jennifer A. O'Day, American Institutes for Research