English Language Learners' Access to and Attainment in Postsecondary Education

Autor/inn/en	Kanno, Yasuko; Cromley, Jennifer G.
Titel	English Language Learners' Access to and Attainment in Postsecondary Education
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 47 (2013) 1, S.89-121 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.49
Schlagwörter	Postsecondary Education; Dropouts; English (Second Language); Second Language Learning; English Language Learners; Monolingualism; Grade 8; Access to Education; Educational Attainment; Language Proficiency; Language Minorities; High Schools; Regression (Statistics); Native Speakers; Achievement Gap + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 08; 8. Schuljahr; Schuljahr 08; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Language skill; Language skills; Sprachkompetenz; Sprachminderheit; High school; Oberschule; Regression; Regressionsanalyse; Muttersprachler
Abstract	Although English language learners (ELLs) are currently the fastest-growing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national-level examinations of ELLs' access to and degree of attainment in postsecondary education. Our analyses show that ELLs lag far behind both English-proficient linguistic minority students and monolingual English-speaking students in college access and attainment. Only one in eight ELLs in the NELS:88 study earned a bachelor's degree, whereas one in four English-proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELLs was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELLs' linguistic background per se, contributed to ELLs' limited postsecondary education access and attainment. (Contains 5 tables and 9 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10