자료유형  

 학위논문

Control Number  

0017161189

International Standard Book Number  

9798382308043

Dewey Decimal Classification Number  

379

Main Entry-Personal Name  

Kolar, Arun M.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

216 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

General Note  

Advisor: Claessens, Amy.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약The dissertation presents a comprehensive study on the impact of assignment to English Language Development (ELD) services, such as English as a Second Language (ESL) courses, on English Learners (EL). It sheds light on how these services can create a barrier for EL students to meet college readiness requirements and potentially discourage high school graduation. The dissertation comprises two papers: the first is a survival analysis of student course-taking patterns, which provides crucial insights into students' academic persistence to complete high school and transition to a four-year college. The second paper is a policy evaluation that examines the effects of an incentive on English Learner reclassification and college-readiness rates in California, offering valuable implications for educational policies.The first paper studies whether participation in World Language education increases the academic persistence of EL and emergent bilingual students to continue investing in education in a survival analysis of student course-taking patterns on student academic persistence to maintain and continue educational investments in a quantitative research design utilizing the Cox proportional hazards method with time-varying covariates to produce hazard ratio estimates for the educational investments of interest. The second paper utilized quasi-experimental methods for causal inference to evaluate California's (2011) State Seal of Biliteracy (SoBL), an equity-oriented policy's impact on EL students' college readiness rates in California. The study used an Instrumental Variable design exploiting a natural policy experiment and found that the SoBL incentivized more EL students to exit ELD services. Results from Causal Mediation Analysis in an Instrumental Variable Regression found increasing EL English proficiency rates as a mediating variable by implementing the SoBL as the treatment also increased the rate of EL students meeting college-readiness requirements after exiting from ELD services. The findings from both papers show that ELD support services, specifically ESL courses, are seen as a barrier to graduating high school and meeting college readiness requirements for emergent bilingual students. The results found that EL students who initially desire to attend college but face barriers to meeting college admission requirements will take advantage of opportunities to graduate high school and meet college readiness requirements once presented with a pathway to college with perceived lower barriers in World Language education.

Subject Added Entry-Topical Term  

Education policy.

Subject Added Entry-Topical Term  

Education finance.

Subject Added Entry-Topical Term  

Bilingual education.

Subject Added Entry-Topical Term  

English as a second language.

Subject Added Entry-Topical Term  

Educational leadership.

Index Term-Uncontrolled  

Academic persistence

Index Term-Uncontrolled  

College readiness rates

Index Term-Uncontrolled  

Bilingual students

Index Term-Uncontrolled  

English Learners

Added Entry-Corporate Name  

The University of Wisconsin - Madison Educational Policy Studies

Host Item Entry  

Dissertations Abstracts International. 85-10A.

Electronic Location and Access  

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Control Number  

joongbu:656391