Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2022-10-26 DOI:10.1080/19313152.2022.2137910

Paulina J. Biernacki, Jennifer Altavilla, K. Kanopka, Hsi-Chien Hsieh, Guillermo Solano-Flores

引用次数: 1

Abstract

ABSTRACT We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as “English Learners” (ELs), especially “long-term” English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations) of mathematics courses taken by students during high school. We observed significant disparities in college preparation across students by English proficiency designation. In comparison to English Only (EO) students, LTELs were funneled into fewer trajectories that predominantly included lower level mathematics courses. We found that enrollment into remedial mathematics courses in Grade 9 appears to restrict access to advanced courses, with grave consequences for Grade 12 college preparation.

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长期英语学习者的数学课程轨迹:早期补习对大学预科的下游影响

摘要：我们调查了高中数学课程设置如何导致被归类为“英语学习者”（EL）的学生，特别是“长期”英语学习者（LTEL）在大学准备中的不平等。我们设计了一种基于2的枚举方法，使我们能够处理来自一个学区的复杂成绩单数据，并枚举学生在高中期间学习数学课程的数千种可能轨迹（组合）。我们观察到，通过英语水平指定，学生在大学准备方面存在显著差异。与纯英语（EO）学生相比，LTEL学生的学习轨迹较少，主要包括较低水平的数学课程。我们发现，九年级数学补习课程的招生似乎限制了学习高级课程的机会，对十二年级的大学预科产生了严重影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.