Tracking and High School English Learners: Limiting Opportunity to Learn

By Rebecca M. Callahan. 2005

540 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/315714dd706fad3a7d0443b98061539a48ef9b9d

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In Education

In Language and Linguistics

Citations in the corpus

Segregating Arizona's English Learners: A Return to the “Mexican Room”? (2012, background): “That is, students with lower levels of English proficiency who are offered access to more rigorous courses actually perform better in school than those with the same or better English proficiency, but who are not given this opportunity (Callahan, 2005).”
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, result): “Research conducted in the United States since these reviews were published supports these general conclusions (Callahan, 2005; Carbonaro & Gamoran, 2002; Hallinan, 2003).”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “87 1996), cultural background (Moll, 1992; Montero-Sieburth & Batt, 2001), and prior schooling (Callahan, 2005), among other variables.”
The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “On the other hand, educators are cautioned against an overreliance on language as an explanation for students’ low test scores, grades, or attainment rates as this often results in students’ isolation into language-as-subject classrooms removed from the content curriculum (Callahan 2005) rather than”
Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial (2017, background): “For example, Callahan (2005) reported that “tracking” ELs played a significant role in their learning achievement.”
Leveled and Exclusionary Tracking (2016, background): “This form of differentiated access to academic content has not been examined in prior tracking literature but instead emerges from indepth, often school-level examinations of ELs’ course access (Callahan, 2005; Estrada, 2014; Olsen, 1997; Valdés, 1998).”
Tracking and Inequality: New Directions for Research and Practice (2009, background): “With regard to language minorities, Callahan (2005) argued that schools often conflate limited proficiency in English with limited ability to master academic content. As a result, English language learners are tracked into classes with modified curricula that are less rigorous than those of regular ”
Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation. Final Report for AB 56 and AB 1116. (2006, background): “At the same time, researchers clearly warn of the potential negative consequences of students remaining indefinitely in EL status, particularly as they leave elementary for middle and high school, given departmentalization and the likelihood of track placement that limits access to grade-level instr”
Assessing English-Language Learners’ Achievement (2008, background): “Specifically, there is evidence (Callahan, 2005) that a significant number of these students represent “long-term ELLs.””
English Language Learners' Access to and Attainment in Postsecondary Education. (2013, background): “This finding is of particular importance given that studies have shown that ELLs, once institutionally classified as such, are more likely to be placed in non-college-bound tracks (Callahan, 2005; Callahan et al., 2010; Callahan, Wilkinson et al., 2009).”
“I’m Not Going to Be, Like, for the AP” (2014, background): “Several studies have found that ELLs have limited access to advanced-level courses such as honors and advanced placement (AP) courses (Callahan, 2005; Callahan, Wilkinson, & Muller, 2010; Harklau, 1994a, 1994b; Wang & Goldschmidt, 1999).”
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “Much current literature on tracking and English learners focuses on increasing opportunity to learn by expanding ELs’ access to rigorous academic courses (Callahan, 2005; Callahan & Humphries, 2016; Dabach, 2014, 2015; Estrada, 2014; Kanno & Kangas, 2014; Mosqueda, 2010; Umansky, 2016a).”
“I Am Not a Shelter!”: Stigma and Social Boundaries in Teachers’ Accounts of Students’ Experience in Separate “Sheltered” English Learner Classrooms (2014, background): “…may, inadvertently, exacerbate educational barriers, either by creating course conflicts for students who wish to take more advanced classes or because the nature of the courses, themselves, may depress achievement (Callahan, 2005; Callahan & G andara, 2004; Callahan, Wilkinson, & Muller, 2010).”