The Differential Experience and Educational Outcomes Among Two Cohorts of English Language Learning Students
Bibliographic record
Abstract
This study examined the differential experience and educational outcomes among two English Language Learning (ELL) student cohorts, namely holders of a high school diploma and individuals who did not complete high school. Our analysis of 39 interviews with ELL respondents demonstrated that premigration experience; personal qualities; interactions at home, in school, and in the community; as well as peer influence, have shaped the differing experience and inequitable educational outcomes of ELL students. The findings brought attention to the areas of support for all ELL students, including quality classroom instruction, explicit and structured ELL education, supplementary academic and literacy programs, responsive psychosocial support, and access to positive mentors. Keywords: ELL students, educational experience, educational outcome Cette étude a examiné les différentes expériences et résultats scolaires de deux cohortes d'étudiants apprenant l'anglais (ELL), à savoir les titulaires d'un diplôme d'études secondaires et les personnes qui n'ont pas terminé leurs études secondaires. Notre analyse de 39 entretiens avec des répondants ELL a démontré que l'expérience antérieure à la migration, les qualités personnelles, les interactions à la maison, à l'école et dans la communauté, ainsi que l'influence des pairs, ont façonné l'expérience différente et les résultats scolaires inéquitables des étudiants ELL. Les résultats ont attiré l'attention sur les domaines de soutien pour tous les étudiants ELL, notamment un enseignement de qualité en classe, une éducation ELL explicite et structurée, des programmes académiques et d'alphabétisation supplémentaires, un soutien psychosocial adapté et l'accès à des mentors positifs. Mots clés : étudiants ELL, expérience éducative, résultats scolaires
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".