EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students' Postsecondary Pathways

Autor/inn/en	Callahan, Rebecca M.; Jiang, Lei; Núñez, Anne-Marie
Titel	EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students' Postsecondary Pathways
Quelle	In: Educational Policy, 37 (2023) 5, S.1467-1505 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callahan, Rebecca M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221103802
Schlagwörter	English Language Learners; Educational Policy; Public Policy; State Policy; Immigrants; College Attendance; Kindergarten; Elementary Secondary Education; Policy Analysis; Court Litigation; Immigration; Educational Attainment; College Choice; Access to Education; School Districts; Teacher Attitudes; State Legislation; Second Language Learning; Second Language Instruction; Undocumented Immigrants; Educational Legislation; Federal Legislation; Welfare Services; Bilingual Education; Educational History; Language Planning; California; Alabama; Arizona; Massachusetts + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Öffentliche Ordnung; Immigrant; Immigrantin; Immigranten; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Politikfeldanalyse; Rechtsstreit; Bildungsabschluss; Bildungsgut; Studienortwahl; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Lehrerverhalten; Landesrecht; Zweitsprachenerwerb; Fremdsprachenunterricht; Illegaler Aufenthalt; Bildungsrecht; Schulgesetz; Bundesrecht; Fürsorgeeinrichtung; Bilingual teaching; Bilingualer Unterricht; History of education; Bildungsgeschichte; Sprachwechsel; Kalifornien; Master-Studiengang
Abstract	Although current and former English Learner (EL) or "ever-EL" students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna's seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students' academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the "Lau" and "Castañeda" cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01