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English Language Learners' Access to and Attainment in Postsecondary Education
Author(s) -
Kanno Yasuko,
Cromley Jennifer G.
Publication year - 2013
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.49
Subject(s) - educational attainment , bachelor , postsecondary education , psychology , population , mathematics education , pedagogy , demography , sociology , higher education , geography , political science , law , archaeology
Although English language learners ( ELL s) 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 ELL s' access to and degree of attainment in postsecondary education. Our analyses show that ELL s lag far behind both English‐proficient linguistic minority students and monolingual English‐speaking students in college access and attainment. Only one in eight ELL s 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 ELL s was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELL s' linguistic background per se, contributed to ELL s' limited postsecondary education access and attainment.