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Course Access Patterns for Secondary-Age Immigrant English Learners and the Role of Newcomer Programs
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 14Abstract
Schools often struggle to ensure that secondary-age arriving immigrant students who are classified as English learners (EL) have access to sufficient supports and grade-level core content. Given that core content access is a legal right for ELs (Lau v. Nichols, 1974) and secondary-age arriving immigrant ELs face critical education barriers, it is important to study course access and potential relationships between instructional programs and course access. In this study, I examine course access patterns for immigrant ELs who arrive in grades 6-12, then estimate the relationship between newcomer program participation and course enrollment. ELA enrollment is low in arrival years, there are differences in course access by race/ethnicity, and newcomer programs may be related to lower likelihood of ELA enrollment.