Relationship between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study
Saved in:
| Title: | Relationship between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study |
|---|---|
| Language: | English |
| Authors: | Adriana Villavicencio (ORCID |
| Source: | American Educational Research Journal. 2026 63(1):38-71. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Work Environment, Teaching Conditions, English Learners, Immigrants, Secondary School Students, Educational Practices, Outcomes of Education, Academic Achievement, Teacher Student Relationship, School Culture, Public Schools, School Surveys, Educational Environment, Student Needs |
| Geographic Terms: | New York (New York) |
| DOI: | 10.3102/00028312251389220 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader sense of collective responsibility. Next, we linked these practices with academic outcomes using New York City administrative data and data from the NYC School Survey, a large-scale survey administered to leaders and teachers. Using factor analysis, we found that teacher influence, peer collaboration, and collective responsibility were positively correlated with student achievement, particularly among ELs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494634 |
| Database: | ERIC |
| Abstract: | This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader sense of collective responsibility. Next, we linked these practices with academic outcomes using New York City administrative data and data from the NYC School Survey, a large-scale survey administered to leaders and teachers. Using factor analysis, we found that teacher influence, peer collaboration, and collective responsibility were positively correlated with student achievement, particularly among ELs. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312251389220 |
