Long-term and late-arriving English Learners were considerably less likely to enroll in four-year colleges than their peers¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Only 23% of long-term English Learners without IEPs and 17% with IEPs enrolled in four-year colleges, compared to the district average of 46%. → de la Torre 2024
Evidence¶
de la Torre 2024¶
de la Torre, M., Blanchard, A., Franklin, K., Angeles, C., & Allensworth, E.M. (2024). English Learners in Chicago Public Schools: A Spotlight on High School Students. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/english-learners-in-chicago-public-schools-a-spotlight-on-high-school-students
q2 · i? · associational · r3
Descriptive analysis of CPS graduates. Late-arriving English Learners enrolled in four-year colleges at 32% despite high cumulative GPAs; their lower standardized test performance may have reduced overall college entry qualifications.
"Long-term English Learners had particularly low enrollment numbers, with only 23% of those without IEPs and 17% of those with IEPs enrolling in a four-year college, compared to the district average of 46%."
Discussion¶
Related Claims¶
- Among four-year college enrollees, former and late-arriving English Learners persisted at or above district-average rates while long-term English Learners with IEPs persisted at substantially lower rates — related
- All English Learners, including former English Learners, were more likely to enroll in two-year colleges than the district average — related
- Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs — related
- Long-term English Learners without IEPs had the lowest Freshman OnTrack rate and substantially lower graduation rates than district average — related
- Late-arriving English Learners had cumulative GPAs similar to the district average but substantially lower SAT scores — related
- Long-term English Learners with IEPs were on-track in ninth grade at near district-average rates but graduated at substantially lower rates, similar to non-English Learners with IEPs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
active-els-underrepresented-four-year-colleges |
title |
Long-term and late-arriving English Learners were considerably less likely to enroll in four-year colleges than their peers |
description |
Long-term and late-arriving English Learners were considerably less likely to enroll in four-year colleges than their peers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — de-la-torre-2024 |
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