Resource: How Classroom Context Impacts the Academic Achievement of English Learners in a New Immigrant Destination

The purpose of this dissertation is to begin to build a foundational knowledge around classroom contexts that are productive for English learners in new immigrant destinations. Specifically, I describe the segregation of Els from NESs and access trained ESL teachers as well as the impact of those factors on El achievement in North Carolina, a so-called new immigrant destination with a diverse mix of urban and rural school districts. In this study I conceptualize segregation as the extent to which Els are isolated from their NES classmates in their academic classes; trained teachers are those who have earned an ESL credential or who have taught at least 2 Els in the previous year.