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Reclassification and Performance Patterns for Different Groupings of English Learners University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses July 2016 Who is like Whom? Reclassification and erP formance Patterns for Different Groupings of English Learners Molly M. Faulkner-Bond University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Education Policy Commons, and the Survival Analysis Commons Recommended Citation Faulkner-Bond, Molly M., "Who is like Whom? Reclassification and erP formance Patterns for Different Groupings of English Learners" (2016). Doctoral Dissertations. 624. https://doi.org/10.7275/8351377.0 https://scholarworks.umass.edu/dissertations_2/624 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Who is like whom? Reclassification and performance patterns for different groupings of English learners A Dissertation Presented By MOLLY M. FAULKNER-BOND Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2016 College of Education Research, Educational Measurement, and Psychometrics © Copyright by Molly M. Faulkner-Bond 2016 All Rights Reserved WHO IS LIKE WHOM? RECLASSIFICATION AND PERFORMANCE PATTERNS FOR DIFFERENT GROUPINGS OF ENGLISH LEARNERS A Dissertation Presented By MOLLY M. FAULKNER-BOND Approved as to style and content by: ________________________________________ Stephen G. Sireci, Chair ________________________________________ Lisa Keller, Member ________________________________________ Aline Sayer, Member __________________________________ Joseph B. Berger, Senior Associate Dean College of Education DEDICATION To Frank Bond, Sr. (July 2, 1927 – April 22, 2013) Despite being counseled out of school after 9th grade, my grandfather never stopped valuing education, and never tired of watching his children and grandchildren collect academic degrees and accolades. This would have been his first doctorate. ACKNOWLEDGMENTS I think it is safe to say that without the formidable Ellen Forte, none of this – my degree, my dissertation, my love for education research and policy – would have happened. It was Ellen who first introduced me to this field, and it was Ellen’s intellect, leadership, and dedication that inspired me to love this work as passionately as I do. It was Ellen, too, who not only encouraged me to go to graduate school, but essentially ensured as much by conspiring with Stephen Sireci to lure me to UMass Amherst under false pretenses so that I could meet the faculty and students there. Without that benevolent manipulation, who knows where I’d be in my career or studies – at best a few years behind where I am now, but quite possibly on a different track altogether. I owe Ellen a deep debt of gratitude for all she has done (and continues to do) to support and inspire me, both directly and indirectly. I will probably spend the rest of my life thanking her (gladly). It’s worth noting that Ellen also connected me to the person who later helped me get my dissertation data – someone who has also become a highly-respected and beloved role model to me. Unfortunately, for confidentiality reasons, I cannot thank that person by name, nor can I thank any of several other individuals from that state who made time and space in their busy schedules to help me get this dataset. If any of them see these acknowledgments, though, I trust they will know who they are, and to them I say: THANK YOU for making the time. Without you, there would be no this. I would also like to extend my gratitude to my committee members – Steve Sireci, Lisa Keller, and Aline Sayer – for their supportive attitudes, helpful feedback, and gracious flexibility throughout this process. Steve, in particular, deserves additional thanks. Ellen didn’t trick me into going to graduate school just anywhere – she specifically guided me towards Steve Sireci and the UMass program. Unsurprisingly, that turned out to be excellent advice. Steve has been a v wonderful advisor to me, and I feel very lucky to have found him. We both care deeply about doing research that is practical and policy-oriented, and he has challenged me to grow and stretch myself as a thinker, a scholar, and a person. He has given me a great deal of intellectual freedom, particularly for this dissertation, but also stayed available and present for when I do need advice or guidance. He knows when to push and when to let up, and is particularly good at recognizing those moments when what I really need to hear is, “Molly, you should relax. Why don’t you take tonight off?” I am grateful for all Steve has done to help me get to this point in my career. Although Steve has been my primary advisor throughout my time at UMass, I have enjoyed and appreciated the opportunities I’ve had to work with the other UMass faculty as well. Ron Hambleton, Lisa Keller, Jennifer Randall, Craig Wells, and April Zenisky have all been patient teachers, thoughtful mentors, and generally kind people to me since the day I arrived on campus. I am particularly grateful to Lisa, Jennifer, and Craig, who together have built my knowledge of statistics entirely from scratch – an especially relevant feat for this dissertation, since I taught myself a whole new method to do this study. The mere idea of such an act was inconceivable to me before I entered their classrooms. There is a third organization whose support made this dissertation possible: Educational Testing Service (ETS), and particularly Mikyung Kim Wolf in the English Language Learning and Assessment (ELLA) group. Although Mikyung was not directly involved in this particular study, she has generally helped me expand and refine my thinking on EL research and policy in numerous ways. More specifically, she also made it possible for me to work in the ELLA group as a graduate research fellow which, in addition to being a rewarding experience, literally made it possible for me to support myself and live in the same vi state as my husband while writing my dissertation. Because of the travel arrangements involved, it also allowed me to get to know Mary Pitoniak, who has been a generous and patient mentor and host. Mary sat through more defense presentation and job talk practice runs than anyone except my husband, providing thoughtful and helpful feedback every time. I am grateful to Mikyung, to Mary, and to ETS for their support. And finally, there are those other folks – the ones who have forgiven me when I’ve missed their birthday parties and baby showers; who have opened their homes to me when I needed a place to work or sleep between semesters; who have nodded their heads supportively when I try to explain my field, my degree, my dissertation topic, even if they have no clue or interest in what I’m talking about. I am lucky to have such wonderful friends and family in DC, Maryland, Western Mass, Princeton, and beyond, who have cheered me along through this process, and waited patiently while I tell them, “just another six months or so!” for almost two years (or really, five years, if you count all of graduate school). The Faulkners, the Bonds, and the Griswolds (also the Elitzers and the Newton House family) have all made my graduate school experience more bearable through their love and support. And, finally, no individual has done more for me than my favorite human of all, my husband Jeff. Thank you, Jeff, for being there to encourage, support, feed, and listen to me. Thank you for sitting through dozens of practice presentations. Thank you for enduring the bad days and celebrating the good ones, and for reminding me to sleep, bathe, and breathe throughout this dissertation process. Marrying you in the middle of all this was the best decision I’ve ever made. Soon, the tables will be turned and you’ll be the one dissertating. I only hope I do as good a job supporting you as you have for me. vii ABSTRACT WHO IS LIKE WHOM? RECLASSIFICATION AND PERFORMANCE PATTERNS FOR DIFFERENT GROUPINGS OF ENGLISH LEARNERS MAY 2016 MOLLY M. FAULKNER-BOND, B.A., HARVARD COLLEGE Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Stephen G. Sireci Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one state, this study uses discrete-time survival analysis to study the probability of being reclassified as a function of time, instructional covariates (e.g., type of language instruction), background covariates (e.g., the student’s home language), years of EL-related service, and district resources. The results suggest that, while probability of reclassification can vary considerably as a function of students’ instructional program, intrastate mobility, and grade retention, ultimately the best predictor of reclassification is the amount of time students have been receiving services. Policy recommendations are provided to support decision-making and resource-allocation, particularly for students most at risk of remaining ELs for a prolonged period of item.
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