Exploring Leveled and Exclusionary Tracking in Math Course-Taking for English Learner Students

• In Event: STEM Pathways for English Learners and Immigrants: Evidence From Three States

Abstract

Objectives: Mathematics often serves as a gatekeeper, shaping students’ secondary and postsecondary outcomes (e.g., Adelman, 2016). We contribute to the growing body of literature about course-taking for English learner students by examining the timing of enrollment in particular math courses at the secondary level for different English learner groups.

Perspectives: Research has long documented how academic tracking constrains students’ opportunity to learn (e.g., Oakes, 1985). In more recent years, scholars have identified ways in which tracking operates for EL-classified students specifically (e.g., Johnson, 2019). Like their peers, EL-classified students experience leveled tracking, with some students being placed in courses that are more rigorous (Umansky, 2016). In math, the timing of when students take particular courses is a form of leveled tracking, with tracks often differentiating beginning in middle school (Fong et al., 2014). In addition, EL-classified students also experience exclusionary tracking, in which they may be excluded from all courses in particular content areas (Umansky, 2016). This study explores both leveled and exclusionary tracking in math.

We also build on recent work demonstrating the need to explore outcomes for different groups within the broader population of EL-classified students, taking into account time spent as an EL and including outcomes for students never, formerly, and currently classified as ELs (e.g., Johnson, 2019; Thompson et al., 2019). We implement these ideas by analyzing outcomes for eight distinct groups, as described in Table 1.1.

Data: We use statewide, longitudinal, student-level data from Oregon, analyzing outcomes for one cohort of students, whom we follow for five years, from when they were enrolled in 8th grade in 2013-14 through the 2017-18 school year (n=42,688).

Methods: First, we tabulate proportions of students in each group who were enrolled in particular math courses by each grade, analyzing variation across groups, grades, and math courses. Second, we run multilevel logistic regression models to explore both leveled and exclusionary tracking. For leveled tracking, we quantify variation across groups in enrollment in particular math courses by particular time points. For exclusionary tracking, we explore variation across groups in its prevalence, as well as associated factors.

Findings: Preliminary results reveal a variety of patterns. First, there is substantial variation in the timing of math course enrollment even within the current, former, and never EL categories. In general, students who spent less time classified as English learners enrolled in more rigorous math courses in earlier grades. This held true both within the current EL group (with newcomer students enrolling in more rigorous courses in earlier grades than long-term ELs) and within the former EL group (with students reclassified in earlier grades enrolling in more rigorous courses than those reclassified later). Second, logistic regression models demonstrate that many cross-group differences in math course-taking, for both leveled and exclusionary tracking, are attenuated or eliminated after controlling for student demographics and prior math achievement.

Significance: This study contributes to conversations about ways to increase access to and success in secondary math courses for EL students, one important piece of building equitable education systems.

Authors

• Karen D. Thompson, Oregon State University

• Ilana M. Umansky, University of Oregon

• Katherine Bromley, University of Oregon

• Manuel Vazquez Cano, Education Northwest & University of Oregon

• Taiyo Itoh, University of Oregon