| Popis: |
English Learners (ELs) comprise a growing proportion of students in public schools across the country, but their progress, experiences, and achievement in school is often poorly understood, leading to misperceptions about which students need what types of support. There is particularly a need for research at the high school level, which gets less attention in the literature on ELs because of the focus on gaining proficiency during the elementary years. This study will systematically examine the experiences and performance of high school English Learners (ELs) in Chicago Public High Schools, alert to differences among distinct subgroups (long-time ELs (with and without and Educational Individualized Plan (IEP)), late-arriving ELs, and former ELs) to help schools better support their educational attainment. ELs are less likely to graduate from high school and enroll in college, but we know little about the factors most important for success among high school ELs. This study has the following three goals: 1.) Identify whether there are key academic indicators, and key transition points, associated with educational attainment for distinct subgroups of high school ELs that could be used as early warning and college readiness indicators. 2.) Identify differences across EL subgroups in their high school experiences (course-taking patterns, perceptions of school and classroom climate, behaviors), and how those experiences mediate educational attainment. 3.) Identify how malleable school organization factors are related to ELs’ experiences, academic performance, and eventual educational attainment. |
