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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Late-arriving English Learners had a 78% two-year persistence rate in four-year colleges and former English Learners 74%, compared to a 70% district average. → de la Torre 2024 q2 i? Long-term English Learners with IEPs persisted in four-year colleges at 55%, well below the district average of 70%, but similar to other students with IEPs (53%). → de la Torre 2024 (2)

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 · r2

Descriptive analysis of four-year college enrollees in CPS cohorts. Despite below-average enrollment (32% vs. 46%), late-arriving English Learners persisted at higher rates than even former English Learners.

"Late-arriving English Learners had a slightly higher two-year persistence rate in four-year colleges at 78%."

de la Torre 2024 (2)¶

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 among four-year college enrollees. Other students with IEPs with similar cumulative GPAs had a similarly low persistence rate of 53%, and appendix comparisons showed the differences were not substantial versus similar students with IEPs.

"Long-term English Learners with IEPs had a two-year persistence rate of 55%, compared to the district average of 70%."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student group and its counterpart — the general claim this finding bears on, with the studies behind it
• Long-term and late-arriving English Learners were considerably less likely to enroll in four-year colleges than their peers — 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
• Former English Learners had higher Freshman OnTrack and graduation rates than the district average in Chicago Public Schools — related
• Late-arriving English Learners had cumulative GPAs similar to the district average but substantially lower SAT scores — related
• Long-term English Learners without IEPs had the lowest Freshman OnTrack rate and substantially lower graduation rates than district average — related
• The BPSS logic model targets increased college readiness among Arkansas student populations with persistent outcome disparities — related
• K-12 officials increasingly attend to postsecondary outcomes but many are unsure how best to use the data — 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