Ever English Learner 4-Year Graduation: Toward an Intersectional Approach Journal Article uri icon

Overview

abstract

  • This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.

publication date

  • August 1, 2024

Date in CU Experts

  • January 30, 2026 10:05 AM

Full Author List

  • Le B; Black KE; Carlson C; Miciak J; Romano L; Francis D; Kieffer MJ

author count

  • 7

Other Profiles

International Standard Serial Number (ISSN)

  • 0013-189X

Electronic International Standard Serial Number (EISSN)

  • 1935-102X

Additional Document Info

start page

  • 378

end page

  • 383

volume

  • 53

issue

  • 6