Do English learners benefit more than other students from individual graduation committees? : a case study of SB 149 at an urban high school in Texas

State data indicate that English Learners (ELs) in Texas public schools have the lowest high school graduation rate of all student groups, including special education. A 2015 policy change however, may be working to close the graduation gap in the state between ELs and English proficient students. In May of 2015, Senate Bill 149 (SB 149) became law and established local Individual Graduation Committees (IGCs) to review academic data on students who have not met state standard in time for graduation on the state’s End of Course Exams (EOCs). After the IGC’s review, and under certain conditions, the committee may reduce the number of EOCs required for high school graduation from 5 tests to any combination of 3 on which the student has met standard. A possible effect of this policy change is SB 149 and the associated IGC may provide greater benefit to ELs for public high school graduation than to English proficient students. Accordingly, I conducted a case study analysis at a large, urban high school in central Texas. My approach was based on several statistical techniques. Using Chi-square tests for independence I contrasted EL versus English proficient students for proportionality on graduation with and without the legislation. Next, I examined proportionality between ELs and English proficient students on the specific EOCs where the students applied SB 149 to graduate. Finally, I conducted a series of multiple linear regression analyses, including stepwise regression, to determine whether EL language proficiency data that are provided annually by the state might predict success or failure for these students when they are facing their final attempt at meeting standard on their English 2 EOC, typically the most difficult EOC for ELs. Some of the results were unexpected, and a new direction in 2018 on the state’s annual English proficiency test added intrigue to the study, making for a timely discussion of implications for current and future educational policy in the state