English Learners' Math and Science Course-Taking: Implications for Graduation and Advanced Diploma Options

• In Event: Intersecting Pathways: Exploring Access, Outcomes, and Attitudes in the Education of Secondary English Learners

Abstract

Objectives: This paper examines middle and high school math and science course taking patterns and their relation to “on-time” graduation (four years) and graduation with an advanced STEM diploma. The degree to which course taking patterns in middle and high school facilitate or inhibit the likelihood of obtaining a diploma or an advanced STEM diploma can serve to inform policies related to barriers that limit ELs’ ability to succeed on par with their peers.

Perspectives: This study extends the body of work examining course taking patterns of English learners. Research has shown that ELs take fewer core content-area courses than their peers and have less access to advanced coursework. These disparities are more pronounced in math and science (Johnson, 2019) and have implications on future course taking (Thompson, 2017) and achievement (Callahan, 2005; Wang & Goldschmidt, 1999; Johnson, 2019).

Method: We use both descriptive and multivariate, multilevel models to examine math and science course taking and graduation outcomes. Course taking focuses on the “gateway” courses that play a significant role in a student’s ability to progress to higher level courses both within and across math and science courses.

Data Sources: These data are from the University of Houston Educational Research Center (UH-ERC) state longitudinal data archives. The sample consists of Texas public school students in 9th grade for the first time in 2015-2016. Math and science course taking indicators were calculated for all gateway courses and represent the year the gateway was successfully completed (i.e., not completed, prior to 9th grade entry, high school years 1, 2, 3, or 4). Graduation outcomes include: dropped out, no diploma within 4 years, regular diploma within 4 years, and advanced STEM diploma within 4 years.

Results: For math gateways, there is a higher likelihood of graduating “on-time” when Algebra 1 is completed by the end of year 1 and Geometry in year 2 (see Tables 1.1 and 1.2), and the likelihood increases when they are completed earlier. Completing Algebra 2 by the end of year 2 is associated with a higher likelihood of graduating with an advanced STEM diploma (see Table 1.3), and if taken earlier, the likelihood increases. Completing Algebra 2 by year 2 requires first completing Algebra 1 and Geometry, suggesting that earning an advanced STEM diploma is less likely if this sequence is not begun in middle school. Multi-level, multi-variate analyses of course taking are being conducted and expand the analyses of similar math and science course taking patterns and examine relationships by EL status (Never EL = 236,647; 69.9%, Never EL - IFEP = 10,850; 3.2%, Reclassified by grade 9 = 62,622; 18.5%, Newcomer = 2,824; 0.8%, EL 4-5 years = 6,360; 1.9%, and EL 6+ years = 19,178; 5.7%).

Scholarly Significance: The paper addresses important questions about course availability and course taking, focusing on the interplay between middle and high school that may be especially problematic for ELs, limiting access to portions of the high school curriculum with advanced prerequisites.

Authors

• Coleen D. Carlson, University of Houston
  Presenting Author

• David J. Francis, University of Houston
  Presenting Author

• Jeremy Miciak, The University of Texas
  Non-Presenting Author

• Michael J. Kieffer, New York University
  Presenting Author

• Kristin Black, New York University
  Presenting Author

• Lindsay Romano, New York University
  Presenting Author

• Ben Le, New York University
  Presenting Author