Seeking Equity in the Education of California's English Learners

By R. Rumberger, Patricia Gándara. Teachers College Record, 2004

132 citations recorded by the source corpus.

The article provides an abridged version of a report prepared for the lawsuit, Williams v. State of California. The report first examines the achievement gap for English learners in California. Second, it reviews evidence in seven areas in which these students receive a substantially inequitable education vis-a-vis their English-speaking peers, even when those peers are similarly economically disadvantaged. Third, it documents the state's role in creating and perpetuating existing inequities. Finally, it describes a series of remedies that the state could pursue to reduce these inequities.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/4c2be77320d33ae898107b5e91c7f6a33710ea62

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jamal Abedi
2. J. Herman
3. J. Soland
4. Patricia Gándara
5. Lindsay Fox
6. Susanna Loeb
7. Lisa A. Fast
8. Robert Ream

Citations in the corpus

• Leveled and Exclusionary Tracking (2016, unknown): “…in low-income neighborhoods, neighborhoods frequently served by under-resourced schools (Alba et al., 1999; Dronkers & Levels, 2007; Ellen et al., 2002; C. Lee, 2006; Portes & MacLeod, 1996; Reardon, Yun, & Eitle, 2000; Rumberger & Gándara, 2004; Suárez-Orozco, Suárez-Orozco, & Todorova, 2009).”
• Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations (2010, background): “ELLs are more likely than other students to be taught by teachers without relevant teaching credentials and with little classroom experience (Gándara, Maxwell-Jolly, & Driscoll, 2005; Rumberger & Gándara, 2004).”
• Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “Not only are Hispanics more likely to have parents who are poor and do not speak English, but they are also more likely to attend highly segregated urban schools (Rumberger & Gándara, 2004; Van Hook & Fix 2000) with large enrollments of other impoverished children and high class sizes (Fry, 2008).”
• 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): “Notwithstanding, Rumberger and Gándara (2005) point out that while 46 percent of ELs attained English-language proficiency on CELDT (scoring at the earlyadvanced or advanced levels in the annual CELDT 2004), only 10 percent of ELs attained the proficient performance level in English language arts as”
• Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy (2007, background): “English language learners are more likely to be taught by teachers without appropriate teaching credentials and with little classroom experience than other students (Rumberger & Gándara, 2004).”
• Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners (2014, background): “ELs enter school with lower rates of math and English proficiency, and these gaps persist well into their schooling (Parrish et al., 2006; Reardon & Galindo, 2009; Rumberger & Gandara, 2004).”