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ERIC Number: EJ1038868
Record Type: Journal
Publication Date: 2014
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-5748
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.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: Bilingual Education Act 1968