Long-Term English Learners' Mathematics Course Trajectories: Downstream Consequences of Early Remediation on College Preparation

Autor/inn/en	Biernacki, Paulina J.; Altavilla, Jennifer; Kanopka, Klint; Hsieh, Hsiaolin; Solano-Flores, Guillermo
Titel	Long-Term English Learners' Mathematics Course Trajectories: Downstream Consequences of Early Remediation on College Preparation
Quelle	In: International Multilingual Research Journal, 17 (2023) 2, S.122-138 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biernacki, Paulina J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2137910
Schlagwörter	Mathematics Instruction; Learning Trajectories; Student Placement; High School Students; College Preparation; English Language Learners; Classification; Language Proficiency; English (Second Language); Remedial Mathematics; Enrollment Trends; Access to Education; Advanced Courses; Comparative Analysis; Grade 9; Grade 12; Algebra; Cultural Capital; Track System (Education); College Admission; Admission Criteria; Student Records; School Districts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schülerpraktikum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Classification system; Klassifikation; Klassifikationssystem; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Access; Bildung; Zugang; Bildungszugang; Fortgeschrittenenunterricht; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Leistungsgruppe; Leistungsdifferenzierung; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Schülerakte; School district; Schulbezirk
Abstract	We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as "English Learners" (ELs), especially "long-term" English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school district and enumerate the thousands of possible trajectories (combinations) of mathematics courses taken by students during high school. We observed significant disparities in college preparation across students by English proficiency designation. In comparison to English Only (EO) students, LTELs were funneled into fewer trajectories that predominantly included lower level mathematics courses. We found that enrollment into remedial mathematics courses in Grade 9 appears to restrict access to advanced courses, with grave consequences for Grade 12 college preparation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01