Using Geographic Weighted Regression to Determine Significance of Certification Policy on Low-Incidence English Learner Populations

• In Event: Applications of Emerging Research in Rural Education

Abstract

Local context is defined by and influences demographics, teacher certification requirements, and educational policies. Previous research (Johnson & Thorne-Wallington, 2019) has defined the relationship between certification requirements for teachers of English learners (ELs) and EL achievement by state, as well as the role of population density in preparing teachers to teach ELs (Cruiziero & Morgan, 2006). This research examines whether teacher certification requirements have disparate impacts on EL achievement based on whether the ELs are enrolled in urban, suburban, or rural districts. Including population definitions within the model led to a better model fit for most EL certification models, indicating that population type and density impact policy outcomes and should be considered when developing policy to address EL teacher shortages.

Authors

• Elizabeth Thorne Wallington, Missouri Western State University

• Adrienne Johnson, Missouri Western State University