Cross-Subject-Area Course Requirements and Their Implications for Diploma Options for English Learners in Texas

• In Event: STEM Pathways for English Learners and Immigrants: Evidence From Three States

Abstract

Objective: Using parallel definitions to Papers 1 and 2, this paper examines course taking in the 2016 cohort of Grade 6 and Grade 9 students across the state of Texas based on longitudinal data housed in one of the state’s education research centers. In addition to examining course taking differences across sub-groups, we focus on cross-disciplinary requirements that potentially limit diploma options due to time restrictions, specifically the need to complete Algebra 1 in Middle School in order to meet the Algebra 2 pre-requisite to take Chemistry in Grade 11. The analyses take into account subgroup membership, as well as prior achievement to attempt to disentangle the effects of achievement, course taking, and pre-requisite requirements on eligibility for diplomas carrying STEM and language certifications.

Perspectives: Pre-requisites aim to ensure student success, but can inadvertently impose multi-year restrictions. For example, Texas requires Algebra-2 for Chemistry, which necessitates Algebra-1 in middle school, creating a potentially unassailable barrier for new arrivals. We replicate Paper 2, while examining the effects of cross-disciplinary and advanced pre-requisites on course taking and attainment for ELs.

Data Sources: Data from first-time 6th (n = 342,160) and 9th graders (n = 361,746) in Texas public schools in the 2015-2016 academic year were analyzed from the UH Education Research Center’s (ERC) state longitudinal data archives covering Pre-K through workforce. Analyses focus on student-level descriptors including grade of first enrollment in Texas, gender, ethnicity, SES, EL status in the 2015-2016, English Proficiency, and prior achievement. Student- and school-level predictors parallel measures from Paper 2. Definitions of advanced course taking parallel Paper 2, but are mapped to Texas course offerings.

Method: We develop indices of course availability (in English Language Arts, Mathematics, Science, Social Studies/History, and Other) based on course codes in each school’s grade span. Multivariate-multilevel models examine the multivariate distribution of the indices of availability and the contribution of school and district factors. Indices of course availability are then included as cross-level moderators of EL status effects in multi-level logistic regression models of course taking. The probability of taking courses with cross-disciplinary pre-requisites in high-school is examined separately, incorporating middle school indices of pre-requisite availability as student level predictors in high-school models.

Findings: Students were classified into groups paralleling Papers 1 and 2 (Table 3.1). Analyses are ongoing to construct indices of course availability and student level measures of course taking from the Texas ERC. We have examined over 1650 course identification codes, mapping them to specific content at the basic and advanced levels within each discipline, and have begun the construction of school indices of course offerings, while also creating the measures of student course taking. Multi-level analyses of course taking will follow immediately after.

Significance: The paper addresses important questions about course availability and course taking for ELs in the transition from middle to high school. We focus on a common aspect of curriculum that may be especially problematic for ELs—cross-disciplinary prerequisites that ultimately limit access to advanced science content and in high school.

Authors

• David J. Francis, University of Houston

• Coleen Carlson, University of Houston