The Consequences for Access to Core Curriculum of Continuing English Learner Status in Secondary School

• In Event: 73.026 - English Learner Access to Core Content: Critically Examining Linguistic Stratification in Schools

Abstract

Objectives/Purpose and Theoretical Framework/Perspective: Little is known about the consequences for access to the core curriculum of continuing EL status at the secondary level. Language status matters because at the secondary level reclassifying to fluent English proficient (RFEP) can function as a gateway to the academic core and full curriculum and therefore to greater opportunity to learn (Estrada, 2014, 2014b). Evidence from the paucity of research indicates that access for continuing ELs may be restricted at the secondary level (Callahan, 2005; Dabach, in press; Dabach & Callahan, 2011; Estrada, 2014a, 2014b; Estrada & Wang, 2013; Olsen, 2010). This study addresses this question using large samples of ELs and non-ELs in two California districts.

Methods: Using a multimethod design, we investigated the following question in two urban districts: At the secondary level, what are the consequences for access to the core of remaining EL? In the quantitative analysis we compared course-taking and credit-earning patterns for ELs and non-ELs. In the qualitative analysis, we analyzed EL policy documents and staff responses to interviews regarding (a) their schools’ Curricular Streams (see Estrada, 2014a) and EL and non-EL student placement; and (b) instruction and access to the core.

Results: In both districts secondary ELs obtained the least number of core and advanced core course credits and the most intervention course credits and EL-specific course credits (see Table 2). Several features of EL Curricular Stream placement are implicated in the production of this pattern. Investigation of curricular placement policies and practices revealed that in both districts EL access to the core and the full curriculum was often restricted, although in District 2 there was more variability. In District 1, EL placement was usually in separate, isolated nonmainstream ELD or sheltered Curricular Streams. Even high-performing ELs who had met the English language proficiency criterion and English language arts content standards at Proficient or above typically remained in sheltered classes. Thus, reclassification was often the gateway to the mainstream academic core, honors and magnet programs, and full curriculum. Moreover, Curricular Streams involving ELD, non-core “enabling” content courses, and/or interventions reduced access to the academic core and full curriculum more markedly. Most of these courses garnered neither graduation nor 4-year college admission requirements credit. In District 2, schools sometimes placed ELs with non-ELs based on performance; high performing ELs were more often mainstreamed. Finally, both districts’ staffs tended to report that although ostensibly equivalent, sheltered compared to mainstream courses involved less rigor, depth, slower pacing, simplified language, and fewer language intensive assignments and activities.

Significance : The results indicate that remaining EL in secondary school tends to limit access to the core. The pattern of course credits is likely to make both meeting graduation and 4-year college eligibility very challenging to attain. Yet, educational achievement remains the key pathway for reducing poverty and increasing upward mobility (Stiglitz, 2013). Lest we relegate our secondary ELs to an impoverished education and future, we must develop policies and practices that provide access and college and career pathways for ELs.

Authors

• Peggy Estrada, University of California - Santa Cruz

• Haiwen Wang, SRI International