Investigating English Language Learners' High School Math and Science Course-Taking Patterns

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-5 - Multilevel Examinations of STEM Education Using U.S. and International Data Sets

Abstract

Although there has been a lot of research focused on the growing population of English Language Learners (ELLs), there has not been much research on their coursetaking patterns in high school. This study uses the Education Longitudinal Study of 2002 (ELS:2002) to analyze the math and science coursetaking patterns of ELLs and determine how these patterns differ from native English speakers (i.e., non-ELLs). Additionally, this study explores the likelihood of ELLs enrolling in advanced math and science courses, while investigating some factors that mediate this relationship. Results from this study has implications for educators, researchers, and policymakers to understand the gaps in the achievement, pursuit, and persistence in Science, Technology, Engineering, and Mathematics (STEM) fields of ELLs compared to non-ELLs.

Authors

• Myley Dang, Mathematica Policy Research, Inc

• Michael A. Gottfried, University of California - Santa Barbara