A new UChicago Consortium on School Research study provides insight into the high school graduation, college enrollment, and college persistence rates of Chicago Public Schools English Learners, both those who are still English Learners in high school and those who were previously classified and attained English proficiency before starting high school.
High-level, the study found that:
- Most students who were formerly English Learners graduated from high school and persisted in college at rates higher than the district average.
- Students who were long-term English Learners had cumulative GPA and SAT scores that were lower than district average, and, among college enrollees, had lower four-year college persistence rates.
- Students who were late-arriving English Learners to CPS (after third grade) had SAT scores that were lower than the district average, but higher cumulative GPA than the district average, and had high college persistence among students who enrolled in college.
“Often, the only available data on English Learners reports current English Learners. That misses a large
group of students who reached English proficiency—who are very successful. We recognize and see their
successes, and the strengths of the programs that helped them succeed. And, at the same time, we recognize that many high schoolers who are English Learners need more robust supports," Marisa de la Torre,
lead report author and Managing Director and Senior Research Associate at the UChicago Consortium on School Research said.
Read more from the UChicago Consortium on School Research here.