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2011 - Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008

Attribution: Buckley, Jack, & Sattin-Bajaj, Carolyn
Researchers: Carolyn Sattin-BajajJack Buckley
University Affiliation: New York University
Email: ces361@nyu.edu
Research Question:
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.
Published: 1
Journal Name or Institutional Affiliation: Journal of School Choice
Journal Entry: Vol. 5, pp. 40-65
Year: 2011
Findings:
  • Most charter schools in New York City have significantly smaller proportions of LEP students than the traditional school district or than the ACS estimate
  • The overwhelming majority of charter schools enroll proportionally more students eligible for reduced price lunch than the surrounding public school district
  • Unlike the case for reduced price lunch, most charter schools between 2006 and 2008 enrolled fewer than the overall district proportion of free lunch eligible students
  • The proportion of LEP students in the group of charter schools with the lowest rates of LEP enrollment in the city is increasing over time from essentially 0 to almost 1%
Keywords: Charter SchoolsChoiceEnglish Language LearnersSESRegions: NortheastMethodologies: QuantitativeResearch Designs: Secondary DataAnalysis Methods: Descriptive Statistics Sampling Frame:Population
Sampling Types: PopulationAnalysis Units: SchoolSchool DistrictData Types: Quantitative-Longitudinal
Data Description:
  • New York State School Report Cards for 2005-2006, 2006-2007 and 2007-2008
  • American Community Survey (ACS) used for alternative limited English proficient data
  • DV: Percentage of students classified as limited English proficient (LEP), the percentage of students eligible for free lunch and, separately, the percentage eligible for reduced price lunch in each of three academic years
  • IV: Charter vs. non-charter school
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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