TY - JOUR
AU - Callahan, Rebecca M.
AB - 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 students’ previous schooling and length of time enrolled in U.S. schools into account. In the case of a variety of outcomes, track placement was a better predictor of achievement than proficiency in English. Results indicate that track placement is a better predictor of English learners’ academic performance than proficiency in English, highlighting the importance of quality instruction for English learners.
TI - Tracking and High School English Learners: Limiting Opportunity to                Learn: 
JF - American Educational Research Journal
DO - 10.3102/00028312042002305
DA - 2016-06-24
UR - https://www.deepdyve.com/lp/sage/tracking-and-high-school-english-learners-limiting-opportunity-to-s6Ni1Ds5H8
SP - 305
EP - 328
VL - 42
IS - 2
DP - DeepDyve
ER -