Drawing from frameworks of categorical inequality and leveled tracking, this study examines how English learners (EL) status serves as a label that limits students’ access to college-level course-taking in high school and subsequent postsecondary opportunities. We find that EL–never-EL gaps in postsecondary outcomes vary by the timing of reclassification but are largely explained by student and school factors. We also show that ELs reclassified in later grades take fewer college-level courses than both never-EL students and ELs reclassified earlier. Nonlinear variance decomposition analyses reveal that a substantial portion of these outcome gaps is attributable to differences in college-level course-taking. We conclude by sharing insights from district staff to help schools support EL students in completing college-level coursework and expanding their postsecondary opportunities.

1/
🚨 New article out in Educational Evaluation & Policy Analysis

“Sorted and Tracked: English Learners, College-Level Course-Taking in High School, and Postsecondary Opportunity”

🔗: doi.org/10.3102/0162... (open access!)

#SocEd #HigherEd #EdPolicy #EL

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

#SOCED

🚨 New preprint!

We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment & completion gaps.

#SocEd #HigherEd #EdPolicy #EL

#SOCED

#SOCED

#SOCED

#SOCED Level 3 results analysis

Houston Education Research Consortium representation at ASA! #rpp #soced

🚨 New preprint!

We examine gender gaps in high school STEM pathways & whether senior-year guidance counseling was associated with greater persistence among girls—especially those from low-income backgrounds & underserved communities.

#EdPolicy #STEMEducation #SocEd

Functions of Education: New Right Perspective – Earlham Sociology and Politics Pages

@norfolkfran.bsky.social @hecticteacher.bsky.social @thesociologyguy.bsky.social @browneken.bsky.social #SOCED Some teaching notes on the New Right and Education. [Could do with a summary!] earlhamsociologypages.uk/new-right-pe...

#SOCED #SOCFAM

#SOCFAM #SOCED

#SOCED

Free Schools – Earlham Sociology and Politics Pages

@norfolkfran.bsky.social @hecticteacher.bsky.social @thesociologyguy.bsky.social @browneken.bsky.social #SOCED
Some teaching notes on Free Schools earlhamsociologypages.uk/free-schools/

#SOCED

Improving college access for high-achieving students from low-socioeconomic backgrounds remains a critical challenge. While some research suggests that providing information alone can influence college access, other studies highlight the need for more comprehensive support throughout the college search and decision-making process. This study uses a sharp regression discontinuity design to examine the impact of personalized assistance on selective college enrollment, application behaviors, and SAT scores among high-achieving, low-income, and first-generation high school students in a large urban school district. Results indicate that admission to an intensive, multi-year college access program led to significant increases in applications to selective colleges, the number of applications submitted, and enrollment at selective colleges (Cohen’s d effect sizes: 0.32–0.58 SD). Further analyses reveal positive effects on enrollment in colleges with higher median SAT scores, lower admission rates, and higher graduation rates. These findings highlight the importance of sustained, personalized college advising programs in supporting low-income, first-generation students to access selective colleges and advance educational equity.

1/
🚨New paper from me in Education Finance & Policy:
"EMERGEing Educational Opportunities: The Effects of Social Capital on Selective College Outcomes"

doi.org/10.1162/edfp...

#EdPolicy #HigherEd #SocEd

#SOCED

#SOCED