英语学习者四年毕业:跨学科方法

IF 5.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Researcher Pub Date : 2024-05-06 DOI:10.3102/0013189x241246747
Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay E. Romano, David J Francis, Michael J. Kieffer
{"title":"英语学习者四年毕业:跨学科方法","authors":"Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay E. Romano, David J Francis, Michael J. Kieffer","doi":"10.3102/0013189x241246747","DOIUrl":null,"url":null,"abstract":"This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":5.4000,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Ever English Learner 4-Year Graduation: Toward an Intersectional Approach\",\"authors\":\"Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay E. Romano, David J Francis, Michael J. Kieffer\",\"doi\":\"10.3102/0013189x241246747\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.\",\"PeriodicalId\":11404,\"journal\":{\"name\":\"Educational Researcher\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.4000,\"publicationDate\":\"2024-05-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Researcher\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0013189x241246747\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Researcher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0013189x241246747","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本简报分析了曾被归类为英语学习者(ever-ELs)的学生和从未被归类为英语学习者(never-ELs)的学生在性别、种族/族裔和社区收入方面的四年毕业率。我们对 2013-2014 学年和 2014-2015 学年进入九年级的两批纽约市学生(N = 127931)进行了跟踪调查。我们发现,在这些亚群体中,4 年毕业率存在很大差异,预测概率也因学生的曾在校就读情况、种族/族裔和社区收入而不同。这些发现揭示了在这个多元化的英语学习者群体中存在着重要的交叉差异--如果只从单一的社会维度进行分析,这些差异就会消失,从而促使我们在对英语学习者进行定量研究时采用交叉视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Ever English Learner 4-Year Graduation: Toward an Intersectional Approach
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Researcher
Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.30
自引率
1.20%
发文量
40
期刊介绍: Educational Researcher publishes scholarly articles with broad significance to the education research community, spanning various areas within education research and related disciplines. The journal aims to disseminate major programmatic research and new findings of wide importance. It is issued nine times annually and welcomes submissions of feature articles, reviews/essays, briefs, and technical comments. Additionally, the journal publishes commentary articles categorized as policy forum, letters, and books, among others.
期刊最新文献
Running Late: Student Commutes and High School Tardiness in Baltimore City Documenting the Distribution of Instructional Coaching Programs Students With Growth Mindset Learn More in School: Evidence From California’s CORE School Districts Ever English Learner 4-Year Graduation: Toward an Intersectional Approach The Long and Winding Road: Mapping the College and Employment Pathways to Teacher Education Program Completion in Washington State
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1