Immigrant Optimism and Ever-English Learners' Journeys from Kindergarten to College in Texas

Immigrant-origin English learners (ELs) are the fastest growing population in U.S. schools. Most EL research examines the college-going outcomes of this population by focusing on those who are EL-identified in high school; here, we capture both current- and former-EL identified students, or ever-ELs. A subset of bilingual, immigrant-origin students, ever-ELs may theoretically benefit from the high expectations of their foreign-born parents. In this study, we use an expanded analytic lens (ever-EL) to test whether an immigrant advantage exists with respect to high school graduation and college enrollment.

We use multilevel models and longitudinal, statewide administrative K-12 and higher education data capturing kindergarteners in 1999 and 2000 (N=414,628) to examine how ever-EL status predicts five outcomes: high school graduation, application to a four-year college, any college enrollment, and type of college attended.

Results show that ever-EL status is associated with a greater likelihood of graduating from high school, and, among high school graduates, ever-ELs are significantly more likely to enroll in college; however, this is due to the fact that they are significantly more likely to attend a two-year college and less likely to enroll in a four-year institution.

We find limited evidence of an immigrant advantage among ever-ELs; instead, we suggest that systemic and structural challenges associated with the EL label may stand in ever-ELs' postsecondary pathways and impede full realization of their immigrant potential.