English learners (ELs) are substantially less likely to graduate from high school than their peers and are less prepared for postsecondary education. In 2021, Oregon passed Access to Linguistic Inclusion (ALI), which aims to recognize and give credit for ELs’ knowledge and skills, reducing barriers toward accumulating credits for graduation. This study will examine the implementation of ALI in Oregon school districts and postsecondary institutions and its impact on academic preparation, graduation, and postsecondary outcomes among ELs. Thompson and colleagues will use surveys and interviews with school district educators and higher education admissions officers to examine implementation. They will draw on longitudinal student data for English learners (spanning school years 2013-14 through 2025-26) to estimate the impact of the policy on high school and post-secondary outcomes using a set of two-way fixed effects and difference-in-differences models. Findings will inform policy implementation in Oregon and provide insight into the effectiveness of asset-based policies for reducing inequality among ELs.
How has a state policy designed to reduce structural barriers to high school graduation for immigrant-origin and language minority youth been implemented, and how has it impacted student outcomes?
