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

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 ni...

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Bibliographic Details
Published inEducational researcher Vol. 53; no. 6; pp. 378 - 383
Main Authors Le, Ben, Black, Kristin E., Carlson, Coleen, Miciak, Jeremy, Romano, Lindsay, Francis, David, Kieffer, Michael J.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.08.2024
American Educational Research Association
Subjects
English as a second language learning
Secondary school students
bilingual/bicultural
disparities
high schools
descriptive analysis
ethnicity
race
secondary data analysis
observational research
urban education
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Summary: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.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X241246747