Does english language learner (ELL) identification predict college remediation designation? a comparison by race and ethnicity, and ELL waiver status

Stella M. Flores, Timothy A. Drake

Research output: Contribution to journalReview article

Abstract

Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students’ remediation designation related to time spent in an ELL program, race/ethnicity, and ELL waiver status. Results suggest distinct differences across racial and ethnic groups within the ELL category. Consistent among all student groups is the negative impact of a concentration of underrepresented students in a high school on remediation designation.

Original languageEnglish (US)
Pages (from-to)1-36
Number of pages36
JournalReview of Higher Education
Volume38
Issue number1
DOIs
StatePublished - 2014

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English language
ethnicity
student
ethnic group
data analysis
school grade
language
school
Group

ASJC Scopus subject areas

  • Education

Cite this

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AB - Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students’ remediation designation related to time spent in an ELL program, race/ethnicity, and ELL waiver status. Results suggest distinct differences across racial and ethnic groups within the ELL category. Consistent among all student groups is the negative impact of a concentration of underrepresented students in a high school on remediation designation.

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