Classified : the effects of English learner status on high school and college opportunities
- Angela Sun Johnson.
- [Stanford, California] : [Stanford University], 2019.
- Copyright notice
- Physical description
- 1 online resource.
Also available at
- Johnson, Angela Sun, author.
- Bettinger, Eric, degree supervisor.
- Dee, Thomas S. (Thomas Sean), degree committee member.
- Goldenberg, Claude Nestor, 1954- degree committee member.
- Stanford University. Graduate School of Education.
- ["Every one in ten students in US public K-12 schools today is an English Learner (EL). Educators are becoming increasingly concerned over their low achievement and high school graduation rate. Qualitative research shows that EL underachievement can be attributed to limited access to a rigorous curriculum. This dissertation compares the level of access ELs and non-ELs have to secondary and postsecondary educational opportunities. The first study uses regression analysis to compare the high school course-taking and credit-earning patterns of non-ELs and ELs with various lengths of EL status. The second study identifies the causal relationship between summer credit recovery and newcomer ELs' academic outcomes using a difference-in-differences-in-differences design. The third study applies a regression discontinuity design to estimate the causal impact of EL classification on high school graduation and college attendance. I find that academic course-taking vary substantially not only between ELs and non-ELs but also within the EL population. Summer credit recovery significantly increases course access for recent immigrants. Initial EL classification has no significant effects on graduation and college enrollment, but reclassification just before school transition (5th and 8th grade) may impact graduation and, conditional on college attendance, college choice and enrollment intensity. This dissertation extends our understanding of ELs' academic access in high school, improving upon previous studies with detailed analyses on a much larger sample. The findings also inform policymakers of inequities in educational opportunities by EL status and provide evidence for the efficacy of targeted interventions."]
- Publication date
- Copyright date
- Submitted to the Graduate School of Education.
- Thesis Ph.D. Stanford University 2019.