April M. Burke's research while affiliated with Central Michigan University and other places
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Publications (3)
This study reports accurate estimates of the achievement gap patterns on the Common Core State Standards-aligned English language Arts Smarter Balanced Assessment adopted by the Hawai'i State Department of Education. It employs a multilevel framework to examine the reading achievement gaps between White students and their peers comprising the Asian...
In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students...
Indiana English learners (ELs) are low-performers on the annual standardized test and they constitute a rapidly growing segment of the school-aged population. Authors of this exploratory study implement descriptive statistics to compare demographic and accountability data of schools serving large EL populations to those of schools serving smaller E...
Citations
... Though some researchers use AAPI aggregates (Curran & Kitchin, 2018), other researchers present disaggregated data based on ethnic membership Kao, 1995;Singh et al., 2020). They believe that AAPI children have different strengths based on ethnic and cultural backgrounds. ...
... There is also a growing achievement gap between ELLs and students who speak English as their first language (Calderon, Slavin, and Sanchez, 2011). ELLs nationwide, and also specifically in Indiana (Morita-Mullaney, 2014), are underachieving their classmates and not meeting state testing goals for academic achievement and improvement (Calderon et al., 2011;NAEP, 2011;Tanenbaum et al., 2012). This achievement gap tends to widen as students progress into secondary grade levels (USDOE, 2013), leading to higher dropout rates among language minority students (Rubinstein-Avila & Lee, 2014). ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/404510443884545-1473454213913_Q64/April-Ginther.jpg)
![[object Object]](https://i1.rgstatic.net/ii/profile.image/1043182020210689-1625725383820_Q64/Patricia-Morita-Mullaney.jpg)
... In terms of students' home or primary languages, studies have found that students with Spanish as a home language tend to have slower rates of English development than students who speak other home languages, although speakers of some other home languages demonstrate similar trends in isolated studies, including Samoan and Somali speakers (Burke, Morita-Mullaney, & Singh, 2016;Greenberg Motamedi et al., 2016;Slama, 2014). Such findings have received a fair amount of attention but must be interpreted with caution. ...
