Quantitative Analysis of the Effect of Non-English-Speaking Background on Student Performance in STEM Career and Technical Education (STEM-CTE) Programs: Comparing English Language Learner (ELL) Students and Non-ELL Students

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: English Language Learner Experiences: State Policy, Student Performance, and Digital Learning Tools (Table 13)

Abstract

The purpose of this study is to fill the research gap by examining the enrollment and performance of ELL students in two strands of STEM-CTE courses: Engineering Technology and Information Technology. The research aims to provide insights into how ELL students access and benefit from these STEM-CTE courses in comparison to other cohorts. This study seeks to inform strategies that promote educational equity and support integration of ELL into STEM pathways. RQ1: Do ELL credits earned in STEM-CTE courses significantly differ from non-ELL students? RQ2: Does the academic achievement significantly differ for STEM-CTE ELL participants compared to non-ELL students? RQ3: Do ELL enrolled in STEM-CTE are more likely to major in STEM fields at the first year of college?

Author

• Haofei Li, The Ohio State University