自我决定或语言强制延续的资源:阿拉斯加本土学生中英语学习者分类的影响*

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-02-13 DOI:10.3102/01623737221144320
Ilana M. Umansky, Manuel Vazquez Cano, Lorna M. Porter
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引用次数: 0

摘要

与非土著学生相比,联邦法律对土著学生英语学习者(EL)分类资格的定义有所不同。要获得EL资格,非土著学生必须拥有非英语母语。相比之下,土著学生可能以英语为主,也可能只会说英语。因此,一个关键问题是EL分类如何影响土著学生的教育成果。这项研究利用阿拉斯加五个学区的数据,为阿拉斯加原住民学生探讨了这个问题。使用回归不连续性设计,我们发现初步证据表明,在幼儿园成绩接近EL分类阈值的学生中,EL分类对阿拉斯加原住民学生在三年级和四年级的学业成绩有很大的负面影响。未发现对非阿拉斯加原住民学生的负面影响。
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Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students*
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared with non-Indigenous students. To be EL-eligible, non-Indigenous students are required to have a non-English primary language. Indigenous students, by contrast, can be English-dominant or English monolingual. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find preliminary evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes in the third and fourth grades. Negative impacts are not found for non–Alaska Native students.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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