Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study

Abstract

Students classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparation and their subsequent college access—or lack thereof—are closely related. Yet, there is little research connecting ELs' academic preparation in high school and their subsequent ongoing trajectories once they are enrolled in CC. Drawing on the concepts of opportunity to learn (OTL) and opportunity sequences, this qualitative case study examines six high school ELs' academic trajectories from high school through CC. Our analysis shows a negative opportunity sequence in which ELs' limited OTL in high school lands them in remedial education at a local CC, which in turn delays their exposure to disciplinary courses in their majors. The students' struggles with their first disciplinary courses subsequently hinder their CC persistence and timely transfer to a 4‐year college, forcing them to reset their postsecondary goals.