November 22, 2024
By: Rebecca Vonderlack-Navarro, PhD
Earlier this week, the University of Chicago Consortium on School Research published a research report looking at English Learners (ELs) in Chicago Public Schools. Among the many findings, the report shows that Former ELs, students who achieved English proficiency and exited EL programs by high school, are thriving academically, and even outperforming their peers in various key areas. This report is a testament to the incredible potential of our young people and the impact of bilingual education programs and support. And as advocates for Latino equity in education, this research is a powerful tool in shifting the narrative on bilingual education and English Learners, and it helps us in our advocacy for policy solutions that make bilingual education and supports more accessible.
The study examined three cohorts of CPS students, revealing that Former ELs achieved cumulative GPAs and SAT scores slightly higher than the district average. Their four-year high school graduation rates and two-year college persistence rates also surpassed those of their peers. Notably, former ELs boasted an impressive 88% four-year high school graduation rate, surpassing the district average of 84%.
Notably, former ELs boasted an impressive 88% four-year high school graduation rate, surpassing the district average of 84%.
College enrollment data further highlights their success. While Former ELs were more likely to enroll in two-year colleges, their enrollment in four-year institutions closely mirrored the district average. Importantly, their persistence in higher education underscores their readiness to succeed beyond high school.
This research also challenges common misconceptions about bilingual education that equate EL status with academic deficiency. Instead, it underscores the value of recognizing the diverse trajectories of EL students. Former ELs’ achievements demonstrate the lasting benefits of programs designed to support bilingual students.
The study also highlighted areas for improvement, particularly in increasing access to four-year colleges. Former ELs, despite strong academic performance, were slightly underrepresented in these institutions, pointing to the need for better advising regarding college selection and supports to increase the number of students that transfer from two- to four-year colleges.
As advocates for Latino equity, this data strengthens our commitment to bilingual education programs and supports our call for additional investment. Former ELs in CPS have demonstrated remarkable academic success, achieving high graduation rates, strong GPAs, and impressive college enrollment rates. These accomplishments highlight the resilience, determination, and potential of English Learners to excel in higher education, but also show us that bilingual education works. By addressing remaining challenges, we can ensure that all EL students have the resources to excel academically.
Their story is a powerful reminder that bilingualism is not a barrier, but a bridge, to greater opportunities.
Read English Learners in Chicago Public Schools: A Spotlight on High School Students by the University of Chicago Consortium on School Research here.