Narrowing achievement gaps : essays on the impact of public policies on the academic achievement of English learners
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English Learners (ELs) represent a significant and growing proportion of students in US schools, from 3.8 million students in 2000 to 5.1 million in 2019, representing 10.2 percent of children enrolled in US public schools. There is a significant gap in the academic achievement of ELs compared to their English-only peers. They have lower math and English language arts test scores, are less likely to complete college preparatory coursework than their English-only peers and have lower graduation rates. The rapid growth of this student population has been associated with an increased policies and research on their education, including reclassification, language development, and finance. To contribute to the research on ELs, this dissertation uses public and restricted data, as well as quasi-experimental and descriptive analyses to evaluate how two public policies affect the education outcome of ELs. The first two essays focus on the effect of California's school finance policies on ELs academic outcomes, while the third essay examines the effect of Title III of the No Child Left Behind Act on ELs educational outcome. Together, these essays highlight the important role that public policies play in the academic achievement of disadvantaged students.
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Ph. D.