School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools
Bibliographic Data
| ID | 12751683 |
|---|---|
| Authors | Oscar Jiménez-Castellanos (Arizona State University, corresponding author), David García (0000-0002-2820-9151, Arizona State University) |
| Year | 2017 |
| Volume | 40 |
| Issue | 3 |
| Pages | 318-330 |
| Publication date | 2017-07-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2017.1342717 |
| OpenAlex | W2737620510 |
| Language | EN |
| Citations received | 7 |
| References cited | 20 |
English Language Learners (ELLs) are one of the fastest-growing K–12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the League of United Latin American Citizens vs. Texas case that focuses on the appropriateness and effectiveness of secondary ELL programs as a backdrop, this study explores differences in academic achievement and expenditures between Texas secondary schools with the highest levels of ELL academic achievement and schools with the lowest ELL levels of academic achievement. More specifically, this study examines the following primary questions: (a) What are the achievement results and demographic characteristics of Texas’s top- and bottom-performing schools categorized by the academic performance of ELL students? (b) To what extent do Texas’s top- and bottom-performing schools differ with respect to per-pupil school expenditure by funding category? The study finds that schools with the highest ELL achievement expend much more than schools with the lowest ELL achievement, particularly in regular base programs that are directed toward the basic education/instruction services for all students, not just ELLs
Academic achievement · Ell · League · Mathematics education · Pedagogy · Physics · Political science · Poverty · Student achievement · Teaching method · Education Systems and Policy · Parental Involvement in Education · Psychology · School Choice and Performance
Relação entre gastos escolares e resultados educacionais
Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals
Equity and State Immigrant Inclusivity
EL Policy and Immigrant Politics
Effects of Teaching Efficacy, Advocacy, and Knowledge on Coping and Well-Being of Dual Language Immersion Teachers
Resituating Ruiz’s orientations in language planning
Dual Language as White Property
Within-Group Diversity in Minority Disproportionate Representation
Teacher Sorting and the Plight of Urban Schools
Teacher Credentials and Student Achievement in High School
Spotlight on “Long-Term English Language Learners”
Intradistrict Resource Reallocation for Latino English Language Learners
Understanding Student-Weighted Allocation as a Means to Greater School Resource Equity
The Single Salary Schedule and Other Issues of Teacher Pay
Relationship Between Educational Resources and School Achievement
An Exchange
| Citations per year | 1.4 |
|---|---|
| Citation span | 2021 - 2024 (4) |
| Highly cited | No |