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ERIC Number: ED527529
Record Type: Non-Journal
Publication Date: 2011-Dec
Pages: 49
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: N/A
Relationships among and between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence. CRESST Report 810
Kim, Jinok
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This report examines enrollment history, achievement gaps, and persistence in school for ELL students and reclassified ELL students as compared to non-ELL students. The study uses statewide individual-level data sets merged from students' entry to exit in the state's public school system for graduate cohorts of 2006, 2007, and 2008. Analytic methods include multilevel logistic regression in which students are nested within districts to study correlates of dropouts. The results reconfirmed other literature showing large achievement and socio economic gaps between ELL and non-ELL students in this state. Also, ELL students reclassified later or who remain in ELL status in high school showed larger gaps compared to ELL students reclassified earlier. High school dropout rates are 25% and 15% respectively for ELL and non-ELL students, although multilevel logistic analyses including grade retention, mobility, suspension, and achievement scores at Grade 8 explained the difference. In addition, among ELL students, unlike findings from non-ELL students, academic achievement and grade retention are stronger predictors while behavioral issues and background variables are not significant. These findings may suggest that school persistence in the ELL population may be a different process than that in the non-ELL population. Finally, results show that after accounting for academic achievement, behavioral issues, background, and district contexts, the longer a student is designated as an ELL, the more likely he or she is to drop out. This relationship may suggest that protracted ELL status leads to higher incidence of dropping out of high schools. (Contains 26 tables.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
IES Funded: Yes
Grant or Contract Numbers: R305A090581
IES Cited: ED558158; ED558159; ED565624