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English language learner teacher effectiveness and the Common Core

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Published: 2017-03-20

Authors

Tammy Johnson

Claremont Graduate University

Lorra Wells

Claremont Graduate University

Keywords: Common Core; English language learner; teacher effectiveness; policy brief

Abstract

Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English Language Development credential and multicultural training are outlined. Based on our review, we recommend targeted policy changes, which include preservice teachers’ participation in extensive fieldwork with ELLs, in-service teachers’ comprehensive professional development connected to practice, as well as a systematic evaluation process to measure ELL teacher effectiveness.

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Author Biographies

Tammy Johnson

Claremont Graduate University

Tammy Johnson is a PhD student in Education at Claremont Graduate University. Tammy earned her MA in Teaching from Chapman University and a MA in Linguistics from California State University, Long Beach. Her research interests include the model minority myth, high achieving English language learners, talent development, and teacher effectiveness. 

Lorra Wells

Claremont Graduate University

Lorra Wells is a PhD student in Education at Claremont Graduate University. Her research interests include teacher education, teacher effectiveness, classroom assessment, and talent development.  

PDF

Published: 2017-03-20

How to Cite

Johnson, T., & Wells, L. (2017). English language learner teacher effectiveness and the Common Core. Education Policy Analysis Archives, 25, 23. https://doi.org/10.14507/epaa.25.2395