1) What is the extent of racial, socioeconomic, and linguistic segregation among U.S. high schools? 2) To what degree are student’s cognitive and non-cognitive skills due to school effects and to individual differences among students? 3) What are the relative magnitudes of the effects of socioeconomic, racial, and linguistic segregation on cognitive and non-cognitive skills compared with the effects of student socioeconomic status, ethnic background, and English language status? 4) To what degree does each of three school mechanisms (school inputs, peer influences, and school practices) mediate the effects of school segregation?
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Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008
Empirically examines the gap in English Language Learner (ELL) enrollment between charter schools and traditional public schools and looks at trends in this gap over several years of data in New York City.
ESL Placement and Schools: Effects on Immigrant Achievement
Investigates the effect of placement in ESL on academic progress and how it varies across school contexts.
Structuring Inequality: How California Selectively Tests Classifies, and Tracks Language Minority Students
Processes and consequences of state-mandated classification, selective testing, and tracking of language minority students.
Who's Left Behind? Immigrant Children in High and Low LEP Schools
Examines differences in the provision of educational services to LEP students across schools with varying proportions of LEP student enrollment
Science Education with English Language Learners: Synthesis and Research Agenda
Research on science education with English Language Learners
Racial Segregation and Educational Outcomes in Metropolitan Boston
Examines segregation, demographic change, and educational attainment in the Boston metropolitan area during 1990s.
Immigration and African American Educational Opportunity: The Transformation of Minority Schools
Assesses the extent to which African Americans versus non-Hispanic Whites attend schools with children with limited English proficiency (LEP).