English Language Programs in Oregon: Helping or Inhibiting English Language Learners?
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Date
2015-06
Authors
Hackett, Lucy
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
English Language Learners (ELL’s) face challenges to their educational success because of the added difficulty of non-fluency in the English Language. This paper studies the effect that English programs in Oregon public schools have on the educational outcomes of ELL’s. A regression discontinuity design was utilized to test the effect that treatment with English programming has on ELL students’ outcomes on Math and Reading assessments, and revealed either no economically significant or a negligibly positive effect from English programming on either Reading or Math scores.
Description
30 pages. A thesis presented to the Department of Economics and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015.
Keywords
ELL, Economics, Education, ESL, Language acquisition, Achievement gaps, English language learners, English as a second language