ERIC Number: EJ1038868
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Does English Language Learner (ELL) Identification Predict College Remediation Designation? A Comparison by Race and Ethnicity, and ELL Waiver Status
Flores, Stella M.; Drake, Timothy A.
Review of Higher Education, v38 n1 p1-36 Fall 2014
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.
Descriptors: English Language Learners, Longitudinal Studies, Cohort Analysis, Racial Differences, Ethnicity, Disproportionate Representation, Remedial Instruction, Developmental Studies Programs, Elementary School Students, Secondary School Students, Federal Legislation, Educational Legislation, Comparative Analysis, Predictor Variables, Student Characteristics, Prediction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: Bilingual Education Act 1968