The Impact of English Proficiency Designation on High School Students’ English Language Arts and Reading Course-Taking Paths

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 4
  In Roundtable Session: Supporting Student Transitions and Postsecondary Pathways

Abstract

We investigate how English proficiency designation shapes students’ access to high school English Language Arts and Reading courses required for college admission. Using administrative data from a California school district, we examine course-taking trajectories for students in four designations: English Learner (EL), Reclassified Fluent English Proficient (RFEP), Initially Fluent English Proficient (IFEP), and English Only (EO). We observed considerable different frequencies of course trajectories across categories. ELs are less likely to enroll in advanced coursework and more likely to complete fragmented trajectories with lower-level courses. Earlier reclassification is associated with access to advanced courses in Grades 11 and 12. Our findings underscores the need for policy reforms that support access to college-preparatory coursework for EL students.

Authors

• Micaela Maria Bonilla, Stanford University

• Eunjung Myoung, Stanford University

• Guillermo Solano-Flores, Stanford University