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Teacher Attrition and Opportunity Ga...

Poole, Glenn Alan,

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Teacher Attrition and Opportunity Gaps for Multilingual Learners = = Desercion docente y falta de oportunidades para estudiantes multilingues /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Attrition and Opportunity Gaps for Multilingual Learners =/ Glenn Alan Poole.
其他題名:	Desercion docente y falta de oportunidades para estudiantes multilingues /
作者:	Poole, Glenn Alan,
面頁冊數:	1 electronic resource (173 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31332116
ISBN:	9798382836256

Teacher Attrition and Opportunity Gaps for Multilingual Learners = = Desercion docente y falta de oportunidades para estudiantes multilingues /
Poole, Glenn Alan,

Teacher Attrition and Opportunity Gaps for Multilingual Learners =Desercion docente y falta de oportunidades para estudiantes multilingues /Glenn Alan Poole. - 1 electronic resource (173 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Studies document how teachers disproportionately exit schools with high poverty rates and higher enrollment of marginalized groups, including multilingual learners. Chronically high attrition is associated with reduced average teacher experience level and lower academic outcomes. Patterns in teacher attrition may therefore contribute to opportunity gaps between schools by reducing access to high-quality instruction for emergent bilinguals. This dissertation examines 15 years of evidence in statewide teacher attrition patterns and longitudinal student outcomes to document how emergent bilingual students in Wisconsin are disproportionately exposed to higher teacher attrition and chronic staff instability at the school level. Additionally, despite their significant linguistic, cultural, and academic assets, emergent bilingual students are also disproportionately assigned to lower academic classes, often taught by teachers who are underprepared to support their needs. High teacher attrition may therefore further disadvantage these students, even relative to peers in the same school. This dissertation therefore examines whether teacher attrition is associated with English acquisition for emergent bilingual students. Leveraging a multilevel model with school and district-by-year fixed effects, I find that increasing a school's teacher retention rate from 0% to 100% is associated with a 0.22 SD increase in student gain scores on the annual English language proficiency assessment used to determine whether emergent bilingual students reclassify as Fully English Proficient. Results are statistically significant at the p < 0.01 level. These findings suggest that increasing teacher retention rates may improve within-school equality in access to instruction for emergent bilinguals in Wisconsin, a frequently disadvantaged subgroup of students.

English

ISBN: 9798382836256Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Emergent bilingual students

Teacher Attrition and Opportunity Gaps for Multilingual Learners = = Desercion docente y falta de oportunidades para estudiantes multilingues /
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520 $a Studies document how teachers disproportionately exit schools with high poverty rates and higher enrollment of marginalized groups, including multilingual learners. Chronically high attrition is associated with reduced average teacher experience level and lower academic outcomes. Patterns in teacher attrition may therefore contribute to opportunity gaps between schools by reducing access to high-quality instruction for emergent bilinguals. This dissertation examines 15 years of evidence in statewide teacher attrition patterns and longitudinal student outcomes to document how emergent bilingual students in Wisconsin are disproportionately exposed to higher teacher attrition and chronic staff instability at the school level. Additionally, despite their significant linguistic, cultural, and academic assets, emergent bilingual students are also disproportionately assigned to lower academic classes, often taught by teachers who are underprepared to support their needs. High teacher attrition may therefore further disadvantage these students, even relative to peers in the same school. This dissertation therefore examines whether teacher attrition is associated with English acquisition for emergent bilingual students. Leveraging a multilevel model with school and district-by-year fixed effects, I find that increasing a school's teacher retention rate from 0% to 100% is associated with a 0.22 SD increase in student gain scores on the annual English language proficiency assessment used to determine whether emergent bilingual students reclassify as Fully English Proficient. Results are statistically significant at the p < 0.01 level. These findings suggest that increasing teacher retention rates may improve within-school equality in access to instruction for emergent bilinguals in Wisconsin, a frequently disadvantaged subgroup of students.
520 $a Los estudios documentan como los docentes abandonan desproporcionadamente las escuelas con altas tasas de pobreza y una mayor matricula de grupos marginados, incluidos los estudiantes multilingues. La cronica y alta desercion se asocia con un bajo nivel de experiencia docente y resultados academicos mas bajos en los estudiantes. Por lo tanto, los patrones de decersion docente pueden contribuir a brechas que se encuentran en las escuelas y a su vez, reducir el acceso a la ensenanza de alta calidad para los bilingues emergentes. Esta disertacion examina 15 anos de evidencia en patrones de desercion docente a nivel estatal y resultados longitudinales de los estudiantes para documentar como los estudiantes bilingues emergentes en Wisconsin estan desproporcionadamente expuestos a una mayor desercion docente e inestabilidad cronica del personal a nivel escolar. Ademas, a pesar de sus recursos linguisticos, culturales y academicos, los estudiantes bilingues emergentes tambien son asignados a clases academicas inferiores, a menudo impartidas por maestros que no estan preparados para satisfacer sus necesidades. Por lo tanto, un alta desercion docente puede perjudicar aun mas a estos estudiantes, incluso en relacion con sus companeros de la misma escuela. Por lo tanto, esta tesis examina si la desercion docente esta asociada con la adquisicion del ingles para estudiantes bilingues emergentes. Aprovechando un modelo multinivel con efectos fijos por escuela y distrito por ano, encuentro que aumentar la tasa de retencion docente de una escuela del 0% al 100% se asocia con un aumento de 0,22 DE en las puntuaciones de ganancia de los estudiantes en la evaluacion anual de dominio del idioma ingles utilizada para determinar si los estudiantes bilingues emergentes se reclasifican como con dominio total del ingles. Los resultados son estadisticamente significativos en el nivel p < 0,01. Estos hallazgos sugieren que el aumento de las tasas de retencion de docentes puede mejorar la igualdad dentro de las escuelas en el acceso a la instruccion para los bilingues emergentes en Wisconsin, un subgrupo de estudiantes frecuentemente desfavorecido.
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