Inequalities in Postsecondary Attainment by English Learner Status: A Case of Leveled Tracking

• In Event: 47.055 - Curricular Policy and Language-Minority Student Inclusion

Abstract

This study examines the role of English Learner status in college outcomes and finds that gaps are large and vary by the timing of reclassification. EL status may be a form of tracking, and using non-linear decomposition, we find that the gap is largely explained by gaps in college-level course-taking.

Author

• Brian Holzman, Rice University