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Identifying Indicators to Support Educational Attainment for Different Groups of English Learners in High School

Elaine Allensworth,
Marisa de la Torre,
Kaitlyn Franklin,
Jinqing (Jean) Xu

This study examines a broad array of potential indicators for early warning and college readiness indicator systems for different subgroups of English Learners in high school. Using data from 2008 through 2021 from the Chicago Public Schools, the study follows cohorts of students from eighth grade through college graduation, using logistic regression models to run exploratory analyses, and confirmatory analyses with omitted cohorts and machine learning methods. The study shows that current reporting obscures high achievement among some subgroups of ELs and identifies strategies with the most leverage for improving attainment for different EL subgroups.

Education level
K-12 Education
Topics
Pathways to and Through Postsecondary
Tags
High schools,
Multilingual learners
Download 07/2025
Document Object Identifier (DOI)
10.26300/yf35-e829
EdWorkingPaper suggested citation:
Allensworth, Elaine, Marisa de la Torre, Kaitlyn Franklin, and Jinqing Xu. (). Identifying Indicators to Support Educational Attainment for Different Groups of English Learners in High School. (EdWorkingPaper: -1241). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/yf35-e829

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