362
Views
1
CrossRef citations to date
0
Altmetric
Article

Educators’ Use of Policy Resources to Understand English-Learner Policies

&

References

  • 35 Federal regulations 11,595. (1970).
  • Agency, T. E. (2016). Enrollment in texas public schools 2014-15. Austin, TX: Division of Research and Analysis, Department of Assessment and Accountability, Texas Education Agency.
  • August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, D.C.: National Academies Press.
  • Berman, P., & McLaughlin, M. W. (1979). Federal programs supporting educational change (Vol 8). Implementing and sustaining innovations. Santa Monica, CA: RAND.
  • Boyd, L. H., & Iverson, G. R. (1979). Contextual analysis: Concepts and statistical techniques. Belmont, CA: Wadsworth.
  • Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models for social and behavioral research: Applications and data analysis methods. Newbury Park, CA: Sage.
  • Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
  • Burstein, L. (1980). The analysis of multi-level data in educational research and evaluation. Review of Research in Education, 8, 158–233.
  • Callahan, R. M. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 238–305. doi:10.3102/00028312042002305
  • Cimpian, J. R., Thompson, K. D., & Makowski, M. B. (2017). Evaluating English learner reclassification policy effects across districts. American Educational Research Journal, 54(1S), 255S–278S. doi:10.3102/0002831216635796
  • Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. doi:10.3102/01623737023002145
  • Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311–329. doi:10.3102/01623737012003311
  • Cohen, D. K., & Barnes, C. A. (1993a). A new pedagogy for policy? In D. K. Cohen, M. W. McLaughlin, & J. E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice. San Francisco, CA: Jossey-Bass.
  • Cohen, D. K., & Barnes, C. A. (1993b). Pedagogy and policy. In D. K. Cohen, M. W. McLaughlin, & J. E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice. San Francisco, CA: Jossey-Bass.
  • Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
  • Cohen, D. K., Moffit, S. L., & Goldin, S. (2007). Policy and practice: The dilemma. American Journal of Education, 113(4), 515–548. doi:10.1086/518487
  • Cohen, D. K., Raudenbush, S. W., & Ball, D. L. (2003). Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25(2), 119–142. doi:10.3102/01623737025002119
  • Cooley, W. W., Bond, L., & Mao, B. (1981). Analyzing multi-level data. In R. A. Berk (Ed.), Educational evaluation methodology. Baltimore, MD: Johns Hopkins University Press.
  • Cronbach, L. J. (1976). Research on classrooms and schools: Formulation of questions, design and analysis. Palo Alto, CA: Stanford Evaluation Consortium.
  • Cummins, J. (1980). Psychological assessment of immigrant children: Logic or institution? Journal of Multilingual and Multicultural Development, 1(2), 97–111. doi:10.1080/01434632.1980.9994005
  • Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 11(2), 132–149. doi:10.1093/applin/II.2.132
  • Elmore, R. F. (1979). Backward mapping: Implementation research and policy design. Political Science Quarterly, 94(4), 601–616. doi:10.2307/2149628
  • Estrada, P., & Wang, H. (2013). The consequences for access to core curriculum of continuing English learner status in secondary school. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Estrada, P., & Wang, H. (2018). Making English learner reclassification to fluent English proficient attainable or elusive: When meeting criteria is and is not enough. American Educational Research Journal, 55(2), 207–242.
  • Every Student Succeeds Act (ESSA) of. (2015). Pub. L. No., 114-95, 2015.
  • Finnigan, K. S., & Gross, B. (2007). Do accountability policy sanctions influence teacher motivation? Lessons from Chicago’s low-performing schools. American Education Research Journal, 44(3), 594–630. doi:10.3102/0002831207306767
  • Frank, K. A. (1998). The social context of schooling: Quantitative methods. Review of Research in Education, 23(5), 171–216.
  • Frank, K. A., Lo, Y., & Sun, M. (2014). Social network analysis of the influences of educational reforms on teachers’ practices and interactions. Zeitschrift für Erziehungswissenschaft, 17, 117–134. doi:10.1007/s11618-014-0554-x
  • Frank, K. A., Zhao, Y., & Borman, F. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77, 148–171. doi:10.1177/003804070407700203
  • Green, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. doi:10.3102/01623737011003255
  • Haney, W. (1980). Units and levels of analysis in large-scale evaluation. New Directions for Methodology of Social and Behavioral Sciences, 6, 1–15.
  • Hanushek, E. (1996). School resources and student performance. In G. Burtless (Ed.), Does money matter? The effect of school resources on student achievement and adult success. Washington, D.C.: Brookings.
  • Harklau, L. (2002). ESL versus mainstream classes: Contrasting L2 learning environments. In V. Zamel & R. Spack (Eds.), Enriching ESOL pedagogy: Readings and activities for engagement, reflection, and inquiry (pp. 127–158). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hill, H. (2001). Policy is not enough: Language and the interpretation of state standards. American Educational Research Journal, 39(2), 289–318. doi:10.3102/00028312038002289
  • Hill, L. E., Weston, M., & Hayes, M. (2014). Reclassification of English learner students in California. San Francisco, CA: Public Policy Institute of California.
  • Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51. doi:10.1023/A:1014548611951
  • Kanno, Y., & Kangas, S. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. doi:10.3102/0002831214544716
  • Kim, J., & Herman, J. L. (2009). A three-state study of English learner progress. Educational Assessment, 14, 212–231. doi:10.1080/10627190903422831
  • Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94–119.
  • Lhamon, C., & Gupta, V. (2015, January 7). Dear colleague letter. Washington, D.C.: U.S. Department of Education, Office for Civil Rights and U.S. Department of Justice, Civil Rights Division.
  • Lillie, K. E., Markos, A., Arias, M. B., & Wiley, T. G. (2012). Separate and not equal: The implementation of structured English immersion in Arizona’s classrooms. Teachers College Record, 114(9), 1–33.
  • Lin, A. C. (2000). Reform in the making: The implementation of social policy in prison. Princeton, NJ: Princeton University Press.
  • Linquanti, R. (2001). The redesignation dilemma; Challenges and choices in fostering meaningful accountability for English Learners (No. 2001-1). Santa Barbara, CA: WestEd, University of California Linguistic Minority Research Institute.
  • Linquanti, R., & Cook, H. G. (2015). Re-examining reclassification: Guidance from a national working session on policies and practices for exiting students from English learner status. Washington, D.C.: Council of Chief State School Officers.
  • Lipsky, M. (1980). Street level bureaucracy: Dilemmas of the individual in public services. New York, NY: Russell Sage.
  • Mavrogordato, M. (2012a). Educational equity policies and the centralization of american public education: the case of bilingual education. Peabody Journal Of Education, 87(4), 455–467.
  • Mavrogordato, M. (2012b). An event history analysis examining the rate of reclassification for English language learners (Doctoral Dissertation).
  • Mavrogordato, M. M., & White, R.S. (2017). Reclassification variation: How policy implementation guides the process of exiting students from english learner status. Educational Evaluation and Policy Analysis, 39(2), 281–310.
  • McLaughlin, M. W. (1991). Learning from experience: Lessons from policy implementation. In A. R. Odden (Ed.), Education policy implementation. Albany, NY: SUNY Press.
  • McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago, IL: University of Chicago Press.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Mintrop, H. (2003). The limits of sanctions on low-performing schools. Education Policy Analysis Archives, 11(3). doi:10.14507/epaa.v11n3.2003
  • Moore, S. C. K. (2014). Language policy processes and consequences: Arizona case studies. Tonawanda, NY: Multilingual Matters.
  • National Center for Education Statistics (NCES). (2013). Local education agency universe survey, 2011-12. Washington, D.C.: U.S. Department of Education Digest of Education Statistics.
  • No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002). 10.1044/1059-0889(2002/er01)
  • Parish, T. B., Merickel, A., Perez, M., Linquanti, R., Socia, M., Spain, A., Speroni, C., ... Delancy, D. (2006). Effects of the implementation of Proposition 227 on the education of English learners, K-12: Findings from a five-year evaluation (pp. 381). Washington, D.C.: American Institutes for Research.
  • Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921–958. doi:10.3102/0002831207308221
  • Pompa, D. (2015, Dec.). New education legislation include important policies for English learners, potential pitfalls for their advocates. Migration Policy Institute. Retrieved from http://www.migrationpolicy.org/news/new-education-legislation-includes-important-policies-english-learners-potential-pitfalls-their
  • Printy, S. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226. doi:10.1177/0013161X07312958
  • Raudenbush, S., & Bryk, A. S. (1986). A hierarchical model for studying school effects. Sociology of Education, 59(1), 1–17. doi:10.2307/2112482
  • Raudenbush, S., & Bryk, A. S. (2002). Hierarchical linear models: Application’s and data analysis methods. Thousand Oaks, CA: Sage Publications.
  • Reiser, B. J., Spillane, J. P., Steinmuler, F., Sorsa, D., Carney, K., & Kyza, E. (2000). Investigating the mutual adaptation process in teachers’ design of technology-infused curricula. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 342–349). Mahwah, NJ: Erlbaum.
  • Robinson, J. P. (2011). Evaluating criteria for English learner classification: A causal-effects approach using a binding-score regression discontinuity design with instrumental variables. Educational Evaluation and Policy Analysis, 33(3), 267–292. doi:10.3102/0162373711407912
  • Silver, D., Saunders, M., & Zarate, E. (2008). What factors predict high school graduation in the los angeles unified school district? Santa Barbara, CA: University of California, California Dropout Project.
  • Spillane, J. P. (1996). Districts matter: Local educational authorities and state instructional policy. Education Policy, 10(1), 63–87.
  • Spillane, J. P. (2004). Standards deviation: How local schools misunderstand policy. Cambridge, MA: Harvard University Press.
  • Spillane, J. P., Kim, C. M., & Frank, K. A. (2012). Instructional advice and information providing and receiving behavior in elementary schools: Exploring tie formation as a building block in social capital development. American Educational Research Journal, 49(6), 1112–1145. doi:10.3102/0002831212459339
  • Spillane, J. P., Reiser, B. J., & Gomez, L. M. (2006). Policy implementation and cognition: The role of human, social, and distributed cognition in framing policy implementation. In M. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 47–64). Albany, NY: SUNY Press.
  • Spillane, J. P., & Thompson, C. L. (1997). Reconstructing conceptions of local capacity: The local education agency’s capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19(2), 185–203.
  • Spillane, J. P., & Zeuli, J. S. (1999). Reform and mathematics teaching: Exploring patterns of practice in the context of national and state reforms. Educational Evaluation and Policy Analysis, 21(1), 1–27. doi:10.3102/01623737021001001
  • Stewner-Manzanares, G. (1998). The bilingual education act: Twenty years later. New Focus: The National Clearinghouse for Bilingual Education Occasional Papers in Bilingual Education, 6. Washington, D.C.: Office of Bilingual Education on Minority Languages, U.S. Department of Education.
  • Sun, M. (2011). Peer’s influence on teachers’ pedagogical content knowledge and instructional practices. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage.
  • Teitelbaum, H., & Hiller, R. J. (1997). Bilingual education: The legal 1977 mandate. Harvard Educational Review, 4(2), 138–170.
  • Texas Administrative Code §89.1203. (1996). Retrieved from http://elltx.org/89_1203.html
  • Texas Commissioner’s Rules [TAC] (2006). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html Retrieved from
  • Watt, D., & Roessingh, H. (1994). Some you win, most you lost: Tracking ESL dropout in high school (1988-1993). English Quarterly, 26, 5–7.
  • Wilhelm, A. G., Chen, I., Smith, T. M., & Frank, K. A. (2016). Selecting expertise in context: Middle school mathematics teachers’ selection of new sources of instructional advice. American Educational Research Journal, 53(3), 456–491. doi:10.3102/0002831216637351
  • Wolf, M. K., Kao, J. C., Griffin, N., Herman, J. L., Bachman, P. T., & Chang, S. M. (January 2008). Issues in assessing English language learners: English language proficiency measures and accommodation uses. Practice review (Part 2 of 3). CRESST Report 732. Los Angeles, CA: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.