English Language Learners and Their Postsecondary Education Outcomes: Evidence From Arkansas

• In Event: Sheraton Roundtable Session Five
  In Roundtable Session: Learning Through Liminality: Choices and Access Across Diverse Spaces (Table 3)

Abstract

The population of English Language Learners (ELLs) is rapidly growing in the U.S. K-12 education system (Kanno & Harklau, 2012a, 2012b). As of 2019, roughly five million students in the U.S., or 10% of the student population, were identified as ELLs (NCES, 2019). Recently, a growing body of literature has addressed the experiences and outcomes of ELLs in the context of K-12 education. However, the topic of post-secondary education (PSE) outcomes for ELLs is still relatively under-researched (Kanno & Cromley, 2013; Kanno & Varghese, 2010; Varghese & Fuentes, 2020). This study aims to bridge the gap observed in literature and provide a more nuanced understanding of the college-going trends for ELLs in Arkansas.

Authors

• Rian R. Djita, University of Arkansas at Fayetteville
  Presenting Author

• Kathryn Barnes, University of Arkansas
  Presenting Author