Zhou, Min, & Yang, Sao Xiong
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.
Journal Name or Institutional Affiliation:
Los Angeles: UCLA Ralph and Goldy Lewis Center for Regional Policy Studies
California Policy Options
- Current system of classification and non-classification of ELL students systematically keeps these students in slower academic tracks with less challenging curriculum.
- Prolonged or permanent non-reclassification systematically tracks a substantial number of ELL students in non-mainstream below-level curriculum. Such tracking holds them back from achieving desirable academic outcomes.
- Causes for school success of failure are not rooted simply in an individual family SES, the individuals ability and effort. They are embraced in historical and contemporary processes of class, racial stratification in societies to quality academic programs, and opportunity to advance beyond high school.
Chapter in Book
Asians, Bilingual, English Language Learners, Language, Latinos, Linguistic Composition, Tracking
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- California Department of Education
- Students from California K-12 Public Schools 1981-2005.
- Focused on English Learner students (Latino, South Asian, etc.)
- DV: Classroom segregation, disadvantaged status, unequal access to college preparatory courses
- IV: English Language Development (ELD) placement/tracking in middle school and high school