TY - JOUR
T1 - Long-term English learners’ mathematics course trajectories
T2 - downstream consequences of early remediation on college preparation
AU - Biernacki, Paulina J.
AU - Altavilla, Jennifer
AU - Kanopka, Klint
AU - Hsieh, Hsiaolin
AU - Solano-Flores, Guillermo
N1 - Funding Information:
This research was supported with funding from the Stanford University Graduate School of Education. We wish to thank the John Gardner Center, the California Education Partners, Guadalupe Valdés, and the school districts, teachers, and administrators for their support. The first author also wishes to acknowledge that their research is supported in part by funding from the Social Sciences and Humanities Research Council. The opinions expressed here are those of the authors, not necessarily those of the funding source. The study was conducted according to the guidelines of the Declaration of Helsinki and was approved by the Institutional Review Board of Stanford University (protocol #43489, approved on February 2, 2018).
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as “English Learners” (ELs), especially “long-term” English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations) of mathematics courses taken by students during high school. We observed significant disparities in college preparation across students by English proficiency designation. In comparison to English Only (EO) students, LTELs were funneled into fewer trajectories that predominantly included lower level mathematics courses. We found that enrollment into remedial mathematics courses in Grade 9 appears to restrict access to advanced courses, with grave consequences for Grade 12 college preparation.
AB - We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as “English Learners” (ELs), especially “long-term” English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations) of mathematics courses taken by students during high school. We observed significant disparities in college preparation across students by English proficiency designation. In comparison to English Only (EO) students, LTELs were funneled into fewer trajectories that predominantly included lower level mathematics courses. We found that enrollment into remedial mathematics courses in Grade 9 appears to restrict access to advanced courses, with grave consequences for Grade 12 college preparation.
KW - college preparation
KW - English learners
KW - opportunity to learn
KW - remedial courses
KW - tracking
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U2 - 10.1080/19313152.2022.2137910
DO - 10.1080/19313152.2022.2137910
M3 - Article
AN - SCOPUS:85141058497
SN - 1931-3152
VL - 17
SP - 122
EP - 138
JO - International Multilingual Research Journal
JF - International Multilingual Research Journal
IS - 2
ER -