English Learners as Math Achievers: Using Latinx Students' High School Data to Predict College Success

• In Event: AERA Roundtable Session 6
  In Roundtable Session: College Access and Minoritized Populations

Abstract

Research on English learners (ELs) has frequently (1) been bound within K-12, (2) focused on English outcomes, and (3) employed deficit perspectives. With the use of an asset-based framework fit for Latinx students, I leverage a rich, longitudinal dataset following students from a high school to community college district in California to examine relationships with math outcomes. Fixed effects logistic regression results indicated that the odds of Latinx, Former ELs passing their first college math course were 20% greater than their never EL peers. Additionally, after controlling for background characteristics and academic achievement, Latinx, former ELs completed more degree and transfer applicable units than their peers (four and three units, respectively). I provide recommendations for assessment and placement policy.

Author

• David Velasquez, University of Southern California