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This study explores the relationships between tenure as Multilingual Learners (MLs), English proficiency, academic performance, and promotion among middle and high school students. This study is grounded in Bourdieu’s (1967, 2018) theory, which emphasizes that schools perpetuate cultural norms by limiting ML’s language access and post-secondary success. Also informed by Krashen’s (1982, 1985, 2003) theory of Input Hypothesis, this study investigates how meaningful interaction is key for language learning. The primary research questions explore: (1) Is there a relationship between students’ tenure as a ML, English proficiency, and promotion through secondary school? (2) Is the EL program type for MLs a predictor of students’ promotion towards graduation? (3) Is the EL program type for MLs a predictor of students’ English growth towards proficiency?
The study draws on longitudinal data from the District of Columbia Public Schools’ (DCPS) 20,963 secondary MLs from 2015-2024, encompassing diverse demographics in grades 6-12. Using regression analysis, this research examines the effects of ML tenure, composite WIDA proficiency levels, EL program type, and weekly service minutes on key academic metrics: GPA, total credits earned, and English proficiency growth. EL program types included Content ESL, Dual Language program, or Itinerant ESL. Results reveal complex relationships. Higher WIDA proficiency has a positive relationship on GPA yet a negative relationship on credits earned, suggesting that while language skills enhance academic success, they may coincide with lighter course loads. Conversely, longer tenure as an ML has a negatively relationship on GPA but a positive relationship on credits earned, reflecting possible patterns of academic adjustment over time. Among program types, Dual Language programs exhibit positive relationships on GPA compared to Content ESL, while Itinerant ESL programs are associated with stronger growth in English proficiency. Weekly service minutes show a slight negative relationship with GPA and credits earned, underscoring the nuanced trade-offs in resource allocation. Finally, Itinerant ESL programs show the strongest positive relationships with improvements in English proficiency as measured by WIDA composite growth, while Dual Language programs yield mixed results. Increased weekly service minutes has a negative relationship on English proficiency growth targets. The findings emphasize the complex interplay between program structures, academic outcomes, and student characteristics.
The study emphasizes that Dual Language and Itinerant ESL programs improve GPA and WIDA growth outcomes, though weekly service minutes show slight negative relationships on academic performance. Equity challenges remain, with gender and language background influencing outcomes, while Long-Term English Learners struggle to meet WIDA growth targets despite higher proficiency levels. Findings highlight the need for tailored interventions, optimized resources, and strengthened school leadership to better support MLs to promote equity. Implications for practice include refining program designs, optimizing resource distribution, and implementing data-driven strategies to support MLs more effectively.