Authors: Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer
Description: This brief examines 4-year graduation rates among two groups of New York City students who entered ninth grade in 2013–2014 and 2014–2015, including those ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs). The study looks at the intersection of gender, race/ethnicity, and neighborhood income. The findings may offer implications for the importance of embracing an intersectional approach in quantitative research on ELs.
Journal: EDUCATIONAL RESEARCHER
Volume: Volume 0: Ahead of Print
Date: 2024-05-06
Publisher: SAGE Publications
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This article is shared courtesy of SAGE Publications. Visit the SAGE Publications website (https://journals.sagepub.com/doi/10.3102/0013189X241246747) to access the original publication, download PDF and ePub versions, and view the abstract on which the above description is based.
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Related Coverage:
The Education Week article The Complex Factors Affecting English-Learner Graduation Rates by Ileana Najarro looks at the Educational Researcher brief Ever English Learner 4-Year Graduation: Toward an Intersectional Approach by Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer.
The Center for the Success of English Learners (CSEL) is a national research and development center working to identify and remove barriers that continually keep English learners (ELs) from accessing the general curriculum. Funded by the Institutes of Education Sciences (IES), the Center delivers support for middle school and secondary English learners and teachers by developing and providing actionable, research-based resources and an engaging array of events for educators, administrators, and policymakers.
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