English Language Learners' Access to and Attainment in Postsecondary Education

Datos Bibliográficos

ID10818924
AutoresY Kanno (0000-0001-8892-9647, Temple University), Jennifer G Cromley (0000-0002-6479-9080, Temple University Philadelphia Pennsylvania United States)
Año2013
Volumen47
Número1
Páginas89-121
Fecha de publicación2013-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTESOL Quarterly (JOURNAL)
Identificadores de la revistaISSN: 0039-8322 • E-ISSN: 1545-7249
EditorialWiley (PUBLISHER • GB)
DOI10.1002/tesq.49
OpenAlexW2162071183
IdiomaEN
Citas recibidas36
Referencias citadas61

Although English language learners ( ELL s) are currently the fastest‐growing group among the school‐age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 ( NELS :88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national‐level examinations of ELL s' access to and degree of attainment in postsecondary education. Our analyses show that ELL s lag far behind both English‐proficient linguistic minority students and monolingual English‐speaking students in college access and attainment. Only one in eight ELL s in the NELS :88 study earned a bachelor's degree, whereas one in four English‐proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELL s was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELL s' linguistic background per se, contributed to ELL s' limited postsecondary education access and attainment

Bachelor · Educational attainment · Geography · Higher education · Mathematics education · Pedagogy · Political science · Population · Postsecondary education · Sociology · Demography · Higher Education Research Studies · Multilingual Education and Policy · Psychology · School Choice and Performance