The Course-Taking Patterns and Graduation Outcomes of English Learners With Disabilities

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

Abstract

Objectives: There is a dearth of studies focused on the in-school and post-school outcomes of high school English learner students with disabilities (ELSWDs; Trainor et al., 2016) despite the unique systemic barriers this population may face due to their intersecting identities. We contribute to this burgeoning area of literature by examining the course taking patterns and graduation outcomes of ELSWDs in high school in comparison to their English learner (EL) peers without disabilities and non-EL peers with disabilities, and contextualizing the findings via case studies examining specific degree-related barriers faced by individual ELSWDs, their families, and teachers during transition planning.

Perspectives: Prior research suggests ELSWDs are just as likely as their non-EL peers with disabilities to have their coursework align with their postschool goals on their IEP (Trainor et al., 2016), but unfortunately students and their families may be less involved in the decision-making process (Trainor et al., 2019; Wu et al., 2021). The lack of authentic engagement in course and transition planning can have important in-school and post-school consequences, especially considering the deficit perspective of education systems and stakeholders (Kangas & Cook, 2020).

Data: We use statewide, longitudinal, student-level data from Oregon, analyzing outcomes for two cohort of students, whom we follow for at least four years, from when they were enrolled in 9th grade beginning in 2013-14 through the 2018-19 school year (N = 13,994), which includes 926 ELSWDs. We also use interview data from three parents and nine teachers of three ELSWDs.

Methods: First, we tabulate proportions of students in each group who were enrolled in core subject courses by grade and graduation outcomes, analyzing variation across groups, grades, and subject enrollment. Second, we run multilevel logistic regression models to explore the effect of course taking patterns on graduation outcomes. Finally, we analyzed qualitative data using a comparative case study approach (Merriam & Tisdell, 2016). We grounded inquiry in participants’ lived experiences to understand related social dynamics and little-studied situations and phenomena (Patton, 2015).

Results: Preliminary quantitative results indicate a slightly lower proportion of ELSWDs in Oregon are enrolled in core subject courses than their non-EL peers with disabilities, but a higher proportion than ELs without disabilities, and ELSWDs are enrolled in English language development courses at much lower rates than ELs without disabilities. Additionally, a higher proportion of ELSWDs receive modified diplomas compared to peers with disabilities, and EL status significantly predicts receiving a modified diploma among students with disabilities, controlling for individual and school-level characteristics. Qualitative findings indicate parents and students received limited information regarding diploma options and their potential consequences for postsecondary options. Educators believed the consequences of alternative diploma options would be insignificant for their students because they assumed that their students were not likely to attend postsecondary education.

Scholarly Significance: This study contributes to the limited research available on the in-school and post-school outcomes of high school ELSWDs, and highlights the need for careful conversations regarding course of study and diploma options during transition planning.

Authors

• Katherine Bromley, University of Oregon
  Presenting Author

• Jamey F. Burho, Oregon State University
  Non-Presenting Author

• Karen D. Thompson, Oregon State University
  Presenting Author

• Sara Wiger, Oregon State University
  Non-Presenting Author

• Ilana M. Umansky, University of Oregon
  Non-Presenting Author