Roughly one in four public high school graduates in Texas who immediately matriculated in a two-year institution was once classified as an English Learner (EL) in the K-12 system. A $195,091 grant from Greater Texas Foundation to The University of Texas at Dallas will support research into the current success gap between ELs and non-ELs in Texas community colleges. Led by researchers from the Texas Schools Project, the study will help the state better understand the role of EL identification and placement processes through a mixed-methods study on the initial pathways, trajectories, and outcomes for students assigned to prerequisite English language instruction.
