Graduation disparities: 69% of 12th-grade LTEL7 students attained a high school diploma compared to 86% of other ever-EL peers¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? 69% of grade 12 students designated as LTEL7 attained a high school diploma compared to 86% of their other peers designated as ever-EL. → Price 2024

Evidence¶

Price 2024¶

Price, H., Burns, D., Loewe, S., Shields, P., Kaplan, J., & Lee, H. (2024). Long-term English learners in California. Learning Policy Institute. https://doi.org/10.54300/496.998

q2 · i? · associational · r2

Descriptive analysis of 12th-grade graduation statuses in 2022–23 (Table 4). The report states "69% of grade 12 students designated as LTEL7 attaining a high school diploma compared to 86%" of other ever-EL peers. No inferential test reported.

"69% of grade 12 students designated as LTEL7 attaining a high school diploma compared to 86% of their other peers designated as ever-EL."

Discussion¶

Related Claims¶

• ELs lag behind peers in achievement and attainment partly due to limited exposure to academic content — the general claim this finding bears on, with the studies behind it
• Students designated as LTEL7 in California overwhelmingly began schooling at the lowest English proficiency levels (64% at Beginning vs. 40% of other ever-ELs) — related
• Schools with higher concentrations of LTEL7 students have higher chronic absenteeism, lower graduation rates, and fewer fully certified teachers — related
• Most LTEL7 students in middle grades began California schooling in kindergarten, but by high school most entered after kindergarten — related
• Boys are disproportionately represented among students designated as LTEL7 in California (56% vs. 51% of other ever-ELs) — related