Advanced Course Enrollment and Performance Among English Learners in Washington State

• In Event: 34.054 - Washington State: Investigating Outcomes and Experiences of Bilingual and English Learner Students and Programs

Abstract

Purpose
This study seeks to reveal and understand disparities in advanced course-taking in Washington State high schools among current, recently reclassified, and former English learners (ELs) compared to never–English learners.
Perspective
Providing students with the academic foundation required for advanced courses and opportunities to enroll in them may increase their likelihood of postsecondary success (Long, Conger, & Iatarola, 2012; Roderick & Stoker, 2010). Unfortunately, enrollment in advanced courses is often disproportionate across demographic groups (Barnard-Brak, McGaha-Garnett, & Burley, 2011; Iatarola, Conger, & Long, 2011). English learners are frequently overlooked in research concerning disparities in advanced course -taking, though language acquisition and higher mobility rates pose unique barriers to taking advanced courses. It is important to provide opportunities for the growing population of English learners to graduate from high school ready for college and careers. Ensuring that they are prepared for and have the option to take advanced courses in high school is critical to this effort.
Methods
This study used descriptive summaries and regression analysis to elucidate patterns in advanced course-taking in high school among four groups of students in Washington state: current English learners, monitored English learners (reclassified as English proficient within the previous two school years), former English learners (reclassified as English proficient three or more years ago), and never–English learners. Applied regression models are described within the figure notes.
Data Sources
The Washington Office of Superintendent of Public Instruction provided data, including demographic, assessment, and course enrollment records for more than a million students enrolled in Washington state high schools between 2009/10 and 2012/13.
Results
Academic preparation accounts for much of the difference in advanced course enrollment and performance between categories of ELs and never–ELs. See designated figures for more detail about each finding.
•English learners take 0.5–1 fewer advanced course per school year than never–English learners, but take those courses at a similar rate when they are similarly academically prepared (Figure 1).
•English learners are 40–50 percent less likely to complete algebra I in middle school than never–English learners are, and students who pass algebra I in middle school take more than twice as many math courses beyond algebra I as students who pass algebra I in grade 9 (Figures 2 and 3).
•The grades that English learners earn in advanced courses are similar to those that never–English learners earn in those courses after accounting for students’ prior achievement (Figure 4).
•Schools with the lowest percentages of English learners offer more advanced courses than other schools do—even after accounting for school characteristics (Figure 5).
Significance
The findings may help decision makers develop policies or strategies that increase ELs’ enrollment and performance in advanced courses. They may consider how to provide different supports for ELs to pass algebra I in middle school, evaluate efforts to improve preparation for advanced coursework to determine effective practices, and expand access to advanced courses in schools that serve many ELs to help reduce disparities in advanced course offerings among all students.

Author

• Havala Hanson, Education Northwest