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Ever English Learner 4-Year Graduation: Toward an Intersectional Approach

Updated: May 9



Authors: Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer

Description: This brief examines 4-year graduation rates among two groups of New York City students who entered ninth grade in 2013–2014 and 2014–2015, including those ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs). The study looks at the intersection of gender, race/ethnicity, and neighborhood income. The findings may offer implications for the importance of embracing an intersectional approach in quantitative research on ELs.




Journal: EDUCATIONAL RESEARCHER

Volume: Volume 0: Ahead of Print

Date: 2024-05-06

Publisher: SAGE Publications

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More Information:

This article is shared courtesy of SAGE Publications. Visit the SAGE Publications website (https://journals.sagepub.com/doi/10.3102/0013189X241246747) to access the original publication, download PDF and ePub versions, and view the abstract on which the above description is based.

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Reuse of this work does not imply or otherwise suggest sponsorship or endorsement by SAGE Publications, the authors, the journal, the Center for the Success of English Learners (CSEL), or any society or other third party.

Creative Commons licenses do not negate the moral rights of authors, including but not limited to the right to attribution and the right that a work not be subjected to derogatory treatment that threatens the honour or reputation of the authors.

This article is shared with permission from the authors.



 

Related Coverage:

The Education Week article The Complex Factors Affecting English-Learner Graduation Rates by Ileana Najarro looks at the Educational Researcher brief Ever English Learner 4-Year Graduation: Toward an Intersectional Approach by Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay Romano, David Francis, and Michael J. Kieffer.


 

The Center for the Success of English Learners (CSEL) is a national research and development center working to identify and remove barriers that continually keep English learners (ELs) from accessing the general curriculum. Funded by the Institutes of Education Sciences (IES), the Center delivers support for middle school and secondary English learners and teachers by developing and providing actionable, research-based resources and an engaging array of events for educators, administrators, and policymakers.

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