Restricted Access Thesis
English language learner (ELL) dropout and graduation data has been an under-evaluated area of schooling in the United States. This study seeks to answer the question of whether the age of a newly arrived ELL adolescent, aged 13 and older, with starting or emerging English language ability, plays a determining role in his or her disappearance, dropping out, aging out, or graduation from high school, and if subcategories such as gender or home language have a noticeable impact on the ELL's outcomes. The findings come from quantitative analysis of an urban Midwest district's student records from 1999 to 2005. The results of the study suggest that newly arrived adolescent ELLs are at high risk for disappearance. This study also found that the data collected for ELLs including ELP, intake dates, exit dates, and exit rational was extremely lacking.
Keasling, Calvin D. P, "A dropout dilemma: the dynamics of newly arrived high school English language learner retention and graduation in a large midwest urban school district" (2011). School of Education and Leadership Student Capstone Theses and Dissertations. 447.