语言与中学后的轨迹：英语学习者 "身份如何预测大学生的出路和结果

IF 2.9 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Higher Education Pub Date : 2024-05-09 DOI:10.1353/rhe.0.a927805

Lauren Schudde, Rebecca Callahan, Yujin Kwon

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引用次数: 0

摘要

尽管在 K-12 年级曾被认定为英语学习者（ELs）的学生占总人口的很大比例，而且这一比例还在不断增加，但由于 K-12 年级英语学习者身份和服务的短暂性，研究人员很难对英语学习者的整个教育过程和进入大学的情况进行跟踪。我们利用重复测量英语语言学习者身份的纵向州行政数据，研究了曾就读于德克萨斯州公立学院和大学的英语语言学习者和从未就读于德克萨斯州公立学院和大学的英语语言学习者的大学入学情况、大学类型以及早期、中期和长期大学学习成绩。我们的研究结果为了解曾经是和从未是 EL 的高三学生的中学后学习轨迹提供了新的视角。

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Language and Postsecondary Trajectories: How "Ever-English Learner" Status Predicts College Student Pathways and Outcomes

Although students who have ever been identified as English learners (ever-ELs) during K-12 comprise a significant and growing share of the population, the transient nature of K-12 EL status and services makes it difficult for researchers to follow ever-ELs throughout their educational pipeline and into college. We use longitudinal state administrative data with repeated measures of EL status to examine the college entrance, college type, and early, intermediate, and long-term college outcomes of ever- and never-EL students who attended public colleges and universities in Texas. Our results offer new insights into the postsecondary trajectories of ever- and never-EL high-school seniors.

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来源期刊

Review of Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today.