Ever English Learner 4-Year Graduation: Toward an Intersectional Approach

Ben Le; Kristin E. Black; Coleen Carlson; Jeremy Miciak; Lindsay Romano; David Francis; Michael J. Kieffer

doi:10.3102/0013189X241246747

Ever English Learner 4-Year Graduation: Toward an Intersectional Approach

Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, Michael J. Kieffer

Research output: Contribution to journal › Article › peer-review

Abstract

This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 (N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.

Original language	English (US)
Pages (from-to)	378-383
Journal	Educational Researcher
Volume	53
Issue number	6
DOIs	https://doi.org/10.3102/0013189X241246747
State	Published - Aug 1 2024

Keywords

bilingual/bicultural
descriptive analysis
disparities
ethnicity
high schools
observational research
race
secondary data analysis
urban education

ASJC Scopus subject areas

Education

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10.3102/0013189X241246747

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abstract = "This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 (N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student{\textquoteright}s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.",

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AU - Romano, Lindsay

AU - Francis, David

AU - Kieffer, Michael J.

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Ever English Learner 4-Year Graduation: Toward an Intersectional Approach

Abstract

Keywords

ASJC Scopus subject areas

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