Scaling Up Success for English Language Learners in Charter Schools: Exploring the Role of Charter School Authorizers

Garcia, Peggie; Morales, P. Zitlali

doi:10.1080/15582159.2016.1238279

Cited by 5 publications

(9 citation statements)

References 31 publications

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“…In terms of outreach, some critics have suggested that charter schools might deliberately exclude some students, specifically ELLs and students with disabilities, in order to increase the school's test scores (Buckley & Sattin-Bajaj, 2011). In addition, families of ELLs might not have accurate and consistent information about charter schools, may not be aware that charter schools are a tuition-free option for their children, or they might not know how to navigate the application processes (Buckley & Sattin-Bajaj, 2011;Frankenberg et al, 2011;P. Garcia, 2015;Villavicencio, 2013).…”

Section: Ells' Access To Charter Schoolsmentioning

confidence: 99%

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Garcia

Morales

2016

EPAA

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Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than how or why high-performing charter schools work, particularly for ELLs. We contend that researchers must expand their focus beyond access and achievement and begin to grapple with questions related to the quality of programs for ELLs in charter schools. To meet an emerging need in the field, we synthesize several strands of existing research—related to charter schools, school improvement, and ELLs in traditional public schools—to propose a five-component framework that describes essential elements of quality programs for ELLs in charter schools. We conclude with a discussion of implications of our framework for research, policy, and practice.

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Section: Ells' Access To Charter Schoolsmentioning

confidence: 99%

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Garcia

Morales

2016

EPAA

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“…While it is worth noting that web-based materials may well be a small portion of what authorizers may signal to applicants, their findings indicate few initial signals to potential applicants that seeking a diverse student population is a desired component in an application. Garcia and Morales (2016) honed in more specifically on whether authorizers sought "to ensure that ELLs have equitable access to charter schools and that those schools implement research-based programs for ELLs" (p. 495). In their study of 10 authorizers, using both documents and interviews, they found wide variation in "ELL-related authorizing practices," with some authorizers integrating "multiple references to ELLS throughout their authorizing documents," while others paid "little explicit attention" to ELLs (Garcia & Morales, 2016, p. 503).…”

Section: Authorizers Applications and Equitymentioning

confidence: 99%

“…The limited research examining the intersection of equity and charter applications suggest that equity is not necessarily prioritized, and may in some cases be ignored, by application processes (cf. Garcia & Morales, 2016; Henry & Dixson, 2016).…”

Section: Introductionmentioning

confidence: 99%

Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis

Bulkley

Fernandez

et al. 2023

Educational Policy

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Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications.

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“…English Learner (EL) national representation in charter schools remains opaque. Despite the fact that ELs represent 9.6% of all K-12 enrollments nationally, federal datasets fail to report EL classification disaggregated by charter or public-school enrollment and qualitative research finds charter school authorizers fail to report explicit consideration of ELs in charter authorizations (Garcia & Morales, 2016). Furthermore, ELs are "reclassified" as they acquire English Language proficiency, making status harder to track longitudinally.…”

Section: Access and Provision By Program Special Education And Englimentioning

confidence: 99%

Education privatization in the United States: Increasing saturation and segregation

Adamson

Galloway

2019

EPAA

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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.

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Scaling Up Success for English Language Learners in Charter Schools: Exploring the Role of Charter School Authorizers

Cited by 5 publications

References 31 publications

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Exploring quality programs for English language learners in charter schools: A framework to guide future research

Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis

Education privatization in the United States: Increasing saturation and segregation

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