Rebecca M Callahan
Dados Biográficos
| ID | 912593 |
|---|---|
| NOME | Rebecca M Callahan |
| PRENOMES | Rebecca M |
| SOBRENOME | Callahan |
| ASSINATURA | CALLAHAN R M |
| AFILIAÇÕES | The University of Texas at Austin |
| ORCID | 0000-0002-6928-4852 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 151 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 6 |
Variation in English Learners’ Programmatic Experiences and Postsecondary Trajectories
The transient nature of K–12 English Learner (EL) status and services makes it difficult for researchers to follow their educational pipeline. ELs’ backgrounds and experiences vary considerably, with differences in grade of entry into U.S. schooling, duration in EL status, and, for some, waiving out of English language development services. We use longitudinal administrative data with repeated measures of EL status to examine K–12 EL-programmatic…
Beyond a Transformative Approach and Deep Understanding
Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Me…
Moving the needle for ever-ELs
STEM preparation – especially high school math course-taking – is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs – a group that includes former ELs. In the present study, we alter the analytic lens to examine whether ever-EL status, i.e. ever being identified for and receiving EL services, …
Empathy & civic engagement
Immigrant Optimism and Ever-English Learners’ Journeys from Kindergarten to College in Texas
Purpose: Immigrant-origin English learners (ELs) are the fastest-growing population in US schools. Most EL research examines the college-going outcomes of this population by focusing on those who are EL-identified in high school; here, we capture both current and former EL-identified students, or “ever-ELs.” A subset of bilingual, immigrant-origin students, ever-ELs may theoretically benefit from the high expectations of their foreign-born parent…
Civic identity
We explore how Latiné immigrant-origin youth used and made sense of media to enact their civic identities during the 2020 US presidential election cycle. In a polarized national context, this project highlights the voices and experiences of the participants (n=39). We conducted and analysed semi-structured interviews to identify three comprehensive themes. Findings suggest that how participants used social media to dispel misinformation allowed t…
EL Policy and Immigrant Politics
Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL educ…
Equity and State Immigrant Inclusivity
With the 2015 passage of the Every Student Succeeds Act (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs’ educational experiences are also largely influenced by societal attitudes toward immigrants and immigration. Using a critical policy analysis (CPA…
Mid-level leaders as key policy interpreters
Optimizing Intent to Transfer
Making meaning, doing math
Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners’ (ELs) relatively low math performance is dismissed due to their supposed “limited” English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students’ math performance. To test this hypothe…
Making the Invisible Visible
This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discretetime hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassificat…
From the Field
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic.…
Equitable Access for Secondary English Learner Students
Purpose: English learner (EL) education policy has long directed schools to address EL students’ linguistic and academic development without furthering inequity or segregation. The recent Every Student Succeeds Act reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Desig…
Garnering Civic Hope
Social studies education is designed to provide a foundation for civic society. In this study we consider immigrant optimism theory within the context of U.S. secondary social studies to examine the civic potential of immigrant youth. Using a mixed-methods approach, we complement analyses of teacher and immigrant young adult interviews with national survey data to explore how adults' expectations shape immigrant youths' civic identity formation. …
Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Considerable research investigates the immigrant advantage—the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many…
TheBilingual Advantage
The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age glob…
Equity or Marginalization
Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in com…
Disproportionality and Learning Disabilities
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommo…
Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools
English as a second language (ESL) is meant to provide a meaningful education for students learning English (ELLs); however, its effects remain largely unexplored. Using longitudinal, nationally representative data from the Educational Longitudinal Study, the authors estimate the effects of ESL placement on language minority (LM) adolescents’ college preparation and academic achievement. Findings indicate that LM students who most closely fit the…
Preparing the Next Generation for Electoral Engagement
In an era of accountability focused primarily on academic outcomes, it may be useful to reconsider the other original aim of U.S. schools: citizenship development. Using longitudinal, nationally representative data (Adolescent Health and Academic Achievement Study [AHAA] and the National Longitudinal Study of Adolescent Health [Add Health]), we employ multilevel models to investigate the effects of social science programs and other measures of sc…
Latino Language-Minority College Going
This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and native-born Latino linguistic-minority adolescents. Results suggest that home-language use positively p…
Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls
Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its …
Preparing for Citizenship
Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent He…
School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement
OBJECTIVES: Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. MEASURES: Using propensity score matching and dat…
Tracking and High School English Learners
Programs and policies related to the education of English learners are often based on the belief that fluency in English is the primary, if not sole, requirement for academic success. While English is in fact necessary for academic success in U.S. schools, so is a strong base in content-area academics. This study investigated the effects of track placement and English proficiency on secondary English learners’ academic achievement while taking st…
Equity or Marginalization
Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in com…
Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Considerable research investigates the immigrant advantage—the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many…
Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls
Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its …
School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement
OBJECTIVES: Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. MEASURES: Using propensity score matching and dat…
Preparing for Citizenship
Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent He…
Preparing the Next Generation for Electoral Engagement
In an era of accountability focused primarily on academic outcomes, it may be useful to reconsider the other original aim of U.S. schools: citizenship development. Using longitudinal, nationally representative data (Adolescent Health and Academic Achievement Study [AHAA] and the National Longitudinal Study of Adolescent Health [Add Health]), we employ multilevel models to investigate the effects of social science programs and other measures of sc…
Making the Invisible Visible
This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discretetime hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassificat…
Latino Language-Minority College Going
This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and native-born Latino linguistic-minority adolescents. Results suggest that home-language use positively p…
From the Field
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic.…
Garnering Civic Hope
Social studies education is designed to provide a foundation for civic society. In this study we consider immigrant optimism theory within the context of U.S. secondary social studies to examine the civic potential of immigrant youth. Using a mixed-methods approach, we complement analyses of teacher and immigrant young adult interviews with national survey data to explore how adults' expectations shape immigrant youths' civic identity formation. …
Mid-level leaders as key policy interpreters
The Intersection of Accountability and Language
The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading intervention program to that of a comprehensive ELD progra…
Tracking and High School English Learners
Programs and policies related to the education of English learners are often based on the belief that fluency in English is the primary, if not sole, requirement for academic success. While English is in fact necessary for academic success in U.S. schools, so is a strong base in content-area academics. This study investigated the effects of track placement and English proficiency on secondary English learners’ academic achievement while taking st…
The Intersection of Accountability and Language
The language in recent education policy equates academic achievement with reading proficiency for English language learners (ELLs). In response to federal and state accountability efforts focused on reading, California high schools began to substitute reading intervention programs for English language development (ELD) curricula and instruction. This study compared the effect of a reading intervention program to that of a comprehensive ELD progra…
Preparing for Citizenship
Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent He…
School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement
OBJECTIVES: Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. MEASURES: Using propensity score matching and dat…
Latino Language-Minority College Going
This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and native-born Latino linguistic-minority adolescents. Results suggest that home-language use positively p…
Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls
Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its …
Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools
English as a second language (ESL) is meant to provide a meaningful education for students learning English (ELLs); however, its effects remain largely unexplored. Using longitudinal, nationally representative data from the Educational Longitudinal Study, the authors estimate the effects of ESL placement on language minority (LM) adolescents’ college preparation and academic achievement. Findings indicate that LM students who most closely fit the…
Preparing the Next Generation for Electoral Engagement
In an era of accountability focused primarily on academic outcomes, it may be useful to reconsider the other original aim of U.S. schools: citizenship development. Using longitudinal, nationally representative data (Adolescent Health and Academic Achievement Study [AHAA] and the National Longitudinal Study of Adolescent Health [Add Health]), we employ multilevel models to investigate the effects of social science programs and other measures of sc…
Disproportionality and Learning Disabilities
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommo…
Equity or Marginalization
Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in com…
TheBilingual Advantage
The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age glob…
Equitable Access for Secondary English Learner Students
Purpose: English learner (EL) education policy has long directed schools to address EL students’ linguistic and academic development without furthering inequity or segregation. The recent Every Student Succeeds Act reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Desig…
Garnering Civic Hope
Social studies education is designed to provide a foundation for civic society. In this study we consider immigrant optimism theory within the context of U.S. secondary social studies to examine the civic potential of immigrant youth. Using a mixed-methods approach, we complement analyses of teacher and immigrant young adult interviews with national survey data to explore how adults' expectations shape immigrant youths' civic identity formation. …
Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Considerable research investigates the immigrant advantage—the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many…
Making the Invisible Visible
This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discretetime hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassificat…
From the Field
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic.…
Optimizing Intent to Transfer
Making meaning, doing math
Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners’ (ELs) relatively low math performance is dismissed due to their supposed “limited” English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students’ math performance. To test this hypothe…
Equity and State Immigrant Inclusivity
With the 2015 passage of the Every Student Succeeds Act (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs’ educational experiences are also largely influenced by societal attitudes toward immigrants and immigration. Using a critical policy analysis (CPA…
Mid-level leaders as key policy interpreters
EL Policy and Immigrant Politics
Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL educ…
Beyond a Transformative Approach and Deep Understanding
Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Me…
Moving the needle for ever-ELs
STEM preparation – especially high school math course-taking – is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs – a group that includes former ELs. In the present study, we alter the analytic lens to examine whether ever-EL status, i.e. ever being identified for and receiving EL services, …
Empathy & civic engagement
Immigrant Optimism and Ever-English Learners’ Journeys from Kindergarten to College in Texas
Purpose: Immigrant-origin English learners (ELs) are the fastest-growing population in US schools. Most EL research examines the college-going outcomes of this population by focusing on those who are EL-identified in high school; here, we capture both current and former EL-identified students, or “ever-ELs.” A subset of bilingual, immigrant-origin students, ever-ELs may theoretically benefit from the high expectations of their foreign-born parent…
Psychology (22 obras) · Sociology (20 obras) · Political science (19 obras) · Pedagogy (15 obras) · Immigration (13 obras) · Mathematics education (13 obras) · Multilingual Education and Policy (10 obras) · Academic achievement (9 obras) · Developmental psychology (6 obras) · Medicine (6 obras)