Moving the Needle for Ever-ELs?: Advanced Math Course Taking and College Enrollment.

Area of Science:

• Education research
• Sociology of education
• Educational psychology

Background:

• High school STEM preparation, particularly advanced math, is crucial for college access.
• English learners (ELs) historically show lower rates of advanced math course-taking and college enrollment.
• Previous studies often group former ELs with non-ELs, obscuring unique challenges.

Purpose of the Study:

• To investigate if 'ever-EL' status moderates the impact of advanced math on college enrollment.
• To determine if students who have ever received EL services benefit equally from advanced math as never-EL students.
• To analyze the differential returns of advanced math coursework for ever-EL and never-EL students.

Main Methods:

• Utilized multilevel models with statewide, longitudinal K-12 and higher education administrative data.
• Examined the predictive power of ever-EL status and advanced math coursework on educational outcomes.
• Analyzed the interaction effect between ever-EL status and advanced math on college enrollment and attainment.

Main Results:

• Both advanced math and ever-EL status were positively associated with high school graduation, college application, and enrollment.
• Ever-EL status significantly moderated the relationship between advanced math and college enrollment.
• The positive impact of advanced math on accessing four-year colleges differed between ever-EL and never-EL students.

Conclusions:

• Advanced math coursework is beneficial for college enrollment across student groups.
• Educational policies must consider the unique experiences of ever-EL students regarding STEM education.
• Ensuring equitable returns on advanced math coursework is vital for improving college access for all students, especially ever-ELs.