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Quynh Tien Le

Quynh Tien Le, Morgan Polikoff.

Castañeda v. Pickard (1981) mandated that educational programs for emergent bilinguals be tested for program efficacy. Since English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas. Using local linear matching, we find that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. These results are robust across various matching models—inverse probability weights with regression adjustment, kernel matching, and nearest neighbor matching--and a comparative interrupted time series design. There is no significant difference between schools that adopt the two most popular ELD curricula—Rigby On Our Way to English and National Geographic Reach. This study suggests that emergent bilinguals (EBs) who attend schools that have instructional materials that explicitly foreground English language proficiency standards outperform those in schools that do not have such materials.

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Morgan Polikoff, Shauna E. Campbell, Cory Koedel, Quynh Tien Le, Tenice Hardaway, Hovanes Gasparian.

Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. We use a lens of institutional theory and interviews with district leaders in a stratified random sample of 34 California school districts to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.

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