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Essays on the effectiveness of policies and practices for reducing cognitive gaps between linguistic groups and socioeconomic groups.

机译：关于减少语言群体与社会经济群体之间的认知鸿沟的政策和实践有效性的论文。

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摘要

Academic achievement gaps along racial, socioeconomic, and linguistic lines are perhaps some of the most pressing concerns in the field of education. This dissertation consists of three related papers studying different practices and policies, ranging from before students enter kindergarten though high school, that could conceivably reduce some achievement gaps. In each paper, I explain how the implementation of the practice is expected to differentially affect different children (e.g., children growing up in poverty or not; language-minority or native-language speakers; elementary-school or secondary-school students). This heterogeneity of effects is important because it is through the differential effects that we can close achievement gaps, by capitalizing on instructional practices that work best for certain low-achieving students.;The first paper examines the effects of reading to infants on various measures of language development. Using propensity score matching and a nationally-representative sample of infants, I find significant effects of increased days of parent-child reading on the language development of children not growing up in poverty, but no effects on children growing up in poverty. This finding suggests that increased frequency of current parent-child reading practices for all children would not reduce preschool achievement gaps, and further research into why reading frequency is not as effective for children in poverty is needed.;The second paper tests if the level-appropriate, small-group reading instruction received in ability groups in kindergarten and first-grade is more beneficial to language-minority children than children from homes where English is primarily spoken. The hypothesis is that this type of instruction will act as a compensating factor for limited exposure to English in the home for language-minority children. Results from different specifications of hierarchical linear models all suggest that language-minority Hispanics benefit more from ability grouping than do white children, suggesting ability grouping in the first two years of formal schooling can serve to diminish linguistic achievement gaps.;The third and final paper examines the effects of changing English learners' status to "fluent English proficient"---a process known as "reclassification." Along with the label change, is a discontinuation of English language development (ELD) services. Reclassification is a relatively unstudied topic, although---in some form---it affects the nation's almost 6 million English learners. A common concern with reclassification is the timing of the ELD service removal, such that services are provided as long as children are still benefiting from them, balanced against the concern that ELD services are provided too long and that the instructional time could be better spent on advanced curricula. Results from regression discontinuity analyses show a positive effect of reclassification on achievement in late-elementary and early-middle school, but no effect on high school achievement. Moreover, there is no evidence that reclassification alone has a positive effect on advanced course-taking in high school, contrary to some of the existing literature and concerns of school administrators. Through empirical analyses, this paper illustrates the importance of both (a) removing selection bias from policy decisions related to English learners and (b) creating learning environments that foster a smooth transition from English learner status to fluent English proficient status.
机译：种族，社会经济和语言方面的学术成就差距可能是教育领域最紧迫的问题。本文由三篇相关的论文组成，研究了不同的实践和政策，从学生入学到高中，都可以减少一些成绩差距。在每篇论文中，我都会解释该实践的实施将如何对不同的孩子产生不同的影响（例如，是否在贫困中成长的孩子;母语或母语的人;小学或中学的学生）。效果的这种异质性很重要，因为正是通过差异效果，我们可以利用对某些成绩欠佳的学生最有效的教学实践来弥补成绩差距。第一篇论文研究了阅读对婴儿阅读的各种影响语言发展。通过使用倾向得分匹配和全国代表性的婴儿样本，我发现增加亲子阅读天数对没有贫困成长的孩子的语言发展有显着影响，但对贫困成长的孩子没有影响。这一发现表明，当前所有儿童亲子阅读实践的频率增加不会减少学龄前成绩差距，并且需要进一步研究为何阅读频率对贫困儿童没有那么有效。与主要讲英语的家庭孩子相比，在幼儿园和一年级以下的能力小组中接受的适当的小组阅读指导对少数族裔儿童更有利。假设是，此类教学将作为少数族裔儿童在家中有限接触英语的补偿因素。来自分层线性模型的不同规范的结果均表明，少数族裔比其他白人儿童受益于能力分组，这表明正规教育的头两年中的能力分组可以减少语言成就差距。考察了将英语学习者的身份更改为“流利的英语熟练度”的过程，该过程称为“重新分类”。随着标签的更改，英语语言开发（ELD）服务也将终止。重分类是一个相对未被研究的话题，尽管它以某种形式影响了美国近600万英语学习者。重新分类的一个常见问题是ELD服务的取消时间，以便在儿童仍能从中受益的情况下提供服务，同时与ELD服务提供的时间过长以及教学时间可以更好地用于以下问题有关高级课程。回归间断分析的结果显示，重新分类对初中和初中的成绩有积极影响，但对高中成绩没有影响。而且，没有证据表明单独的重分类会对高中的高级课程产生积极影响，这与现有的一些文献和学校管理者的关注相反。通过实证分析，本文说明了（a）从与英语学习者有关的政策决策中消除选择偏见，以及（b）创建促进从英语学习者状态向英语熟练水平的平稳过渡的学习环境的重要性。

著录项

  • 作者

    Robinson, Joseph Paul.;

  • 作者单位

    Stanford University.;

  • 授予单位 Stanford University.;
  • 学科 Education Bilingual and Multicultural.;Education Sociology of.;Economics General.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 246 p.
  • 总页数 246
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 经济学;社会学;教育;
  • 关键词

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