ERIC Number: EJ1150757
Record Type: Journal
Publication Date: 2017-Aug
Abstractor: As Provided
What Blocks the Gate? Exploring Current and Former English Learners' Math Course-Taking in Secondary School
Thompson, Karen D.
American Educational Research Journal, v54 n4 p757-798 Aug 2017
This mixed-methods study couples large-scale analyses of student course-taking with case study data to explore what blocks the gate to enrollment in and successful completion of secondary math courses for students ever classified as English learners (ever ELs). Initial quantitative findings indicate that half of all students across six California districts, including ever ELs, repeated a math course between 8th and 10th grades, with limited evidence of additional learning during students' second time in the course. Ever EL case study findings indicate that interactions between institutional (course placement policies), classroom (ways of knowing), and individual (student motivation) factors shaped students' math course-taking trajectories, suggesting that opportunity to learn is necessary but not sufficient for educational success.
Descriptors: Classification, English Language Learners, School Districts, Case Studies, Student Motivation, Mixed Methods Research, Mathematics Instruction, High School Students, Student Placement, Academic Achievement, Educational Policy, Mathematics Education, Enrollment Trends, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A