Date of Award

1-1-2015

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Kristina Hesbol, Ph.D.

Second Advisor

Susan Korach

Third Advisor

Ryan Gildersleeve

Fourth Advisor

Nicole Nicotera

Fifth Advisor

Kent Seidel

Keywords

Asset-based thinking, Cultural, Linguistics, Diverse students, Education policy, English language learners, English learners, Language redesignation

Abstract

The initial No Child Left Behind (NCLB) legislation stated that by 2014 all students would reach proficiency in all subjects. However, this has not been the case as NCLB has had mixed effects for culturally and linguistically diverse students (CLDs) (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013). Language redesignation policies, often termed reclassification, can be considered a significant contributor as the variation in policies and practices alone has led to significantly different achievement for CLDs across the country (Hill, Weston, & Hayes, 2014; Mahoney & MacSwan, 2005) and has created an expansive achievement gap with their non-CLD White counterparts (Reardon, 2011; U.S. Department of Education, 2012). This dissertation utilizes asset-based and systems theories to refute current language redesignation policies employed for CLDs. Additionally, Cummins' (1979, 1981) developmental interdependence hypothesis serves as a theoretical framework. Multiple and hierarchical regression analyses are employed to predict CLDs' longitudinal literacy achievement in English based on language redesignation status (exited or still receiving language services), prior English language proficiency (ELP) data, native language literacy proficiency at kindergarten exit, and prior standardized English literacy achievement. By explaining the variance associated with the most significant predictors, this empirical model could provide policymakers with an evidence-based approach to the language redesignation policy framework. Specifically, those variables that are the most significant in predicting long-term achievement should be included, while new variables, such as native language literacy proficiency are identified for potential inclusion. The substantive implications of these models will provide policymakers with an objective, evidence-based process for language redesignation of CLDs into mainstream English classrooms based on longitudinal achievement data and statistical analyses.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Matthew R. Weyer

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

167 p.

Discipline

Education Policy, Educational Leadership, Education

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