Examining the LTEL Designation in the Academic Trajectories of Latinx High School Students

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Re-Envisioning Classification, Pathways, and Possibilities for Newcomers and Long-Term English Learners

Abstract

Few studies have explored the academic trajectories of students designated as Long-term English Learners (LTELs). By employing a three-series interview and qualitative academic transcript analysis, this study highlights heterogeneity in the academic trajectories of 90-LTEL designated Latinx students in a Northern California school district. Interview findings indicate students are not aware of the complexities regarding the EL classification and reclassification process. Additionally, the qualitative academic transcript analysis demonstrates students’ trajectories are determined largely by EL designation and few opportunities exist for enrollment in honors or AP/IB courses. This study specifically examines their trajectories focusing on English, mathematics, and world language requirements, both for A-G eligibility and high school completion, in order to better understand graduation and college eligibility patterns.

Author

• Victoria Melgarejo, Stanford University