English Learners in High School Mathematics: An Example of When Heterogeneous Populations Are Lumped Together

• In Event: The Benefits and Consequences of Educational Data Systems

Abstract

Using data from the High School Longitudinal Study, this study did the following: 1) compared the estimated math performance differences among EL subgroups when three EL status categories (current, former, and never ELs) are used with the mean differences when traditional dichotomous categories (ELs, non-ELs) are used; and 2) examined whether and the degree to which the time point students took Algebra I explains the performance gaps. Our multilevel model results indicate that parceling EL status into three categories more accurately captured students’ different math scores. Our findings show that mere opportunities in course-taking do not fully account for discrepancies in math performance that different EL subgroups have, requiring further investigation into quality variations of courses each EL subgroup take.

Authors

• Hana Kang, University of California - Riverside

• Madeline Mavrogordato, Michigan State University