Investigating the English Learner Achievement Gap: Class Placement and Instruction in High School Math Achievement

• In Event: Supporting the Academic Achievement of All Students Through Detracking: Lessons From the Trenches

Abstract

English learner (EL) student achievement lags behind that of both native English speakers and other language minorities not in ESL. Arguably, structural factors produce much of this inequity; however theoretical work often suggests instructional interventions (e.g., student-led discussion) as a solution. Using data from the nationally representative Educational Longitudinal Study (ELS) we investigate the relationships between instruction, course placement, linguistic status, and math achievement. EL students participate in student-led discussions more often than non-ELs, however only in below grade level classes. Participation in student-led discussions is positively associated with math achievement; however, among EL students it appears only to counteract their lower level of math exposure. Until there is equity in academic exposure, instruction alone cannot eradicate the achievement gap.

Authors

• Rebecca M. Callahan, The University of Texas - Austin

• Melissa H. Humphries