Thesis

Policy Analysis AB 2735 Equal Educational Opportunity and Participation for English Language Learners

The purpose of this policy analysis is to examine several components and educational factors that limit English Language Learners from receiving educational opportunities within the Los Angeles Unified School District (LAUSD). English learners often face linguistic barriers, lack of instructional programs, less rigorous coursework, and insufficient academic supports. It wasn't until 1995 that the California State Board of Education revised its policy statement on how local districts determine which programs to provide Limited English Proficient (LEP) students. The new policy that was passed in 2019, Policy AB 2735 prohibits an English learner student from being denied enrollment in core curriculum courses and courses required for high school graduation, except for English learners who are enrolled in newcomer programs. Critical Race Theory is utilized to illustrate the relationship between race, racism, power, socio economic status and equality. The results of this policy analysis will explore the implications for education and English Language Learners, specifically racially, culturally and linguistically aligned with standard instructional programs. Are English Language Learners provided with the same education program opportunities as non-English learners within the LAUSD?

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