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Unpacking the Relationship between Classroom Teacher Characteristics and Time to English Learner Reclassification

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Bibliographic Details
Title: Unpacking the Relationship between Classroom Teacher Characteristics and Time to English Learner Reclassification
Language: English
Authors: Joshi, Ela (ORCID 0000-0002-2227-3910)
Source: American Educational Research Journal. Apr 2023 60(2):257-292.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 36
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Secondary Education
Grade 8
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, English Language Learners, Teacher Characteristics, Classification, Time Factors (Learning), Regular and Special Education Relationship, Language Arts, English, English Teachers, Teacher Effectiveness, Elementary School Teachers, Language Proficiency, Teacher Role
Geographic Terms: Tennessee
Assessment and Survey Identifiers: Tennessee Comprehensive Assessment Program
DOI: 10.3102/00028312221144755
ISSN: 0002-8312
1935-1011
Abstract: Reclassification is a crucial outcome for English learner (EL) students' academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs' English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs' likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3-8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1371193
Database: ERIC
Description
Abstract:Reclassification is a crucial outcome for English learner (EL) students' academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs' English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs' likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3-8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312221144755