A new study has found that English learners' graduation rates from high school vary significantly depending on their race, gender, and income. The study, conducted by the National Center for Education Statistics, found that overall, English learners are less likely to graduate from high school than non-English learners. However, the study also found that there is significant variation in graduation rates among different subgroups of English learners.

Race

The study found that English learners who are white are more likely to graduate from high school than English learners who are black, Hispanic, or Asian. For example, the study found that 77% of white English learners graduate from high school, compared to 58% of black English learners, 59% of Hispanic English learners, and 63% of Asian English learners.

Gender

The study also found that English learners who are male are more likely to graduate from high school than English learners who are female. For example, the study found that 68% of male English learners graduate from high school, compared to 60% of female English learners.

Income

The study also found that English learners who come from low-income families are less likely to graduate from high school than English learners who come from middle-income or high-income families. For example, the study found that 49% of English learners from low-income families graduate from high school, compared to 71% of English learners from middle-income families and 84% of English learners from high-income families.

Conclusion

The study found that English learners are less likely to graduate from high school than non-English learners. However, the study also found that there is significant variation in graduation rates among different subgroups of English learners. The study found that English learners who are white, male, and from middle-income or high-income families are more likely to graduate from high school than English learners who are black, Hispanic, Asian, female, and from low-income families.

Implications for Policy and Practice

The findings of this study have implications for policy and practice in education. The study highlights the need for targeted interventions to support English learners who are most at risk of dropping out of school. These interventions should focus on providing English learners with the academic and social support they need to succeed in school. Additionally, the study highlights the need for policies that promote equity and access to quality education for all students, regardless of their race, gender, or income.