English Learners' High School Mathematics Trajectories: The Impact of Remediation on College Eligibility

• In Event: Systemic Factors That Limit English Learners' Access to Mathematics: Lessons From a Research-Practice Partnership

Abstract

A growing body of literature points to systemic issues of separating English Learners (ELs) by perceived ability across courses. This practice, commonly known as tracking, is especially prevalent in mathematics courses and has significant impacts on ELs’ opportunities to enroll in advanced courses that are prerequisites for college enrollment. We examined differences in mathematics course combinations (trajectories) for students categorized as ELs in Grades 6 to 12 within three West Coast school districts. We developed a novel analytic approach to discern the combinations of mathematics courses taken by students throughout middle school and high school, and to determine whether these paths vary by English proficiency designation. We applied this novel strategy to analyze longitudinal transcript and demographic data for six cohorts of students who completed Grade 12 between 2016 and 2021. Overall, we observed significant disparities in college preparation across students by English proficiency designation, especially for ‘long-term’ English Learners (LTELs). In comparison to English Only (EO) students, LTELs traversed a more limited range of mathematics course trajectories. These trajectories predominantly included lower-level remedial and basic mathematics courses. Enrolment into remedial mathematics courses in Grade 9 restricts access to advanced courses, with grave consequences for Grade 12 college preparation. We discuss the implications of these results for school district course placement policies.

Authors

• Paulina Biernacki, Credit Karma
  Non-Presenting Author

• Guillermo Solano-Flores, Stanford University
  Presenting Author