One Size Does Not Fit All: Variation in English Learners’ Programmatic Experiences and Postsecondary Trajectories

dc.creatorSchudde, Lauren
dc.creatorCallahan, Rebecca
dc.creatorKwon, Yujin
dc.creatorPack-Cosme, Kimberly
dc.date.accessioned2024-01-16T14:41:21Z
dc.date.available2024-01-16T14:41:21Z
dc.date.issued2024-01-15
dc.description.abstractAlthough students who have ever been identified as English learners (ever-ELs) during K–12 comprise a growing share of the population, the transient nature of K–12 English Learner (EL) status and services makes it difficult for researchers to follow their educational pipeline. Ever-ELs’ backgrounds and experiences vary considerably, with differences in grade of entry into the U.S. school system, duration in EL status, and, for some, waiving out of English language development services. We use longitudinal state administrative data with repeated measures of EL status to examine the college entrance; college type; and early, intermediate, and long-term college outcomes of Spanish-speaking ever-EL students in Texas. By linking K–12, postsecondary, and workforce data, we control for differences in students’ demographic and academic characteristics and examine the association between their EL programmatic experiences and postsecondary outcomes. Our results offer new insights into the postsecondary trajectories of ever-EL high-school seniors.
dc.description.departmentEducation
dc.description.sponsorshipThis research was supported by the Greater Texas Foundation, grant “English Learner Status and Postsecondary Outcomes: Exploring Patterns and Policy Levers to Close Gaps” (Project #7497). The authors were also supported by grant P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The opinions expressed in this report are those of the authors and do not necessarily reflect the views of the granting agencies or any director, officer, or employee thereof.
dc.identifier.urihttps://hdl.handle.net/2152/123422
dc.identifier.urihttps://doi.org/10.26153/tsw/50219
dc.language.isoen_US
dc.relation.ispartofUT Faculty/Researcher Worksen
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United Statesen
dc.rights.restrictionOpen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectEver-EL
dc.subjectEnglish learner
dc.subjectlong-term EL
dc.subjectbilingual education
dc.subjectwaive
dc.subjectlanguage
dc.subjectcollege student
dc.subjectpostsecondary
dc.subjectEnglish language development
dc.titleOne Size Does Not Fit All: Variation in English Learners’ Programmatic Experiences and Postsecondary Trajectories
dc.typeWorking paper

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