Students who began as English Learners graduated from high school at a slightly higher rate than never-classified EL students and enrolled in college at about the same rate, with more two-year enrollment¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who began as ELs graduated within four years at 84.1 percent, slightly above the district average of 83.2 percent and above never-classified ELs at 82.8 percent (2016–17 cohort). → Malone 2021 q2 i? Graduates who began as ELs immediately enrolled in college at about the same rate as never-classified ELs (61.0 vs 60.8 percent), but were more likely to enroll in two-year colleges (46.6 vs 38.5 percent of enrollees). → Malone 2021 (2)

Evidence¶

Malone 2021¶

Malone, M., Mahaffie, S., Hernandez, G., Usher, A., & Nagaoka, J. (2021). The educational attainment of Chicago Public Schools students: 2020. Chicago, IL: University of Chicago Consortium on School Research. http://toandthrough.uchicago.edu/tool/cps/hs

q2 · i? · associational · r2

Descriptive comparison of four-year graduation rates by EL status for the 2016–17 ninth-grade cohort (Figure 14: all students N=25,696; began as ELs N=8,534 at 84.1 percent; never classified N=17,162 at 82.8 percent). "Began as ELs" includes students who took the ACCESS test at any point, including former ELs.

"Students who began as ELs graduated from high school at a rate slightly higher than the district average."

Malone 2021 (2)¶

Malone, M., Mahaffie, S., Hernandez, G., Usher, A., & Nagaoka, J. (2021). The educational attainment of Chicago Public Schools students: 2020. Chicago, IL: University of Chicago Consortium on School Research. http://toandthrough.uchicago.edu/tool/cps/hs

q2 · i? · associational · r1

Descriptive comparison of immediate college enrollment by EL status for spring 2020 graduates (Figure 15: began as ELs N=7,094; never classified N=13,896); EL graduates were "more likely to immediately enroll in two-year colleges" (46.6 vs 38.5 percent of enrollees), though four-year colleges were more common overall in both groups.

"High school graduates who began as ELs immediately enrolled in college at about the same rate as students who were never classified as ELs."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students who began as English Learners graduated from CPS high school at a slightly higher rate (83.1%) than students never classified as English Learners (81.2%) — possibly the same claim (merge candidate)
• Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs — related
• Publicly reported statistics based only on active ELs give a biased picture of EL performance because proficient students exit the subgroup — related
• Former English Learners graduated from CPS high school at a higher rate than never-English Learners, while active English Learners graduated at a slightly lower rate — related
• Never being expelled in high school was a substantially stronger predictor of college enrollment for Hispanic, English learner, older-entry, and town/rural students than for their counterparts — related
• CPS class of 2024 students reached near-record highs in high school graduation (84%) and immediate college enrollment (66%), on par with national averages — related
• Former English Learners graduated from CPS high school at a higher rate (89.0%) than students never classified as English Learners (84.1%) — related
• Former English Learners had higher Freshman OnTrack and graduation rates than the district average in Chicago Public Schools — related
• All English Learners, including former English Learners, were more likely to enroll in two-year colleges than the district average — related
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs — related
• AI/AN students perform lower than other student subpopulations on common academic measures, per statistics the report cites from the Education Trust — related