[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586358-105":59,"doc-detail-586358-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","english-learners-peer-composition-in-oregon-examining-policy-levers-for-english-learner-course-access","ENGLISH LEARNERS’ PEER COMPOSITION IN OREGON - EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS","","Explores how English learner (EL) status relates to peers’ demographic composition in Oregon, using statewide data from the 2018–19 school year. Analyzes whether current ELs study alongside different peers than never ELs and why such patterns emerge, including the clustering effects of motivated classmates and the role of leveled tracking into developmental courses. Findings show current ELs are concentrated with other current ELs and with peers facing educational marginalization, including language background, race/ethnicity, disability, and socioeconomic indicators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-learners-peer-composition-in-oregon-examining-policy-levers-for-english-learner-course-access/586358/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-learners-peer-composition-in-oregon-examining-policy-levers-for-english-learner-course-access/586358.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Are current ELs’ peers different from never ELs’ peers in Oregon?","Question",{"text":112,"@type":113},"Yes. The analysis finds a typical current EL is in classes where 24.7% of classmates are also current ELs, compared with only 2.6% for a typical never EL.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of marginalized identities are reflected in the peer composition of current ELs?",{"text":117,"@type":113},"Current EL students tend to be in classes with more students who do not speak English at home, speak Spanish at home, are not White, are Hispanic/Latino, are male, are eligible for free-and-reduced-price lunch, participate in special education, and have low academic assessment scores.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are current ELs overrepresented in developmental content courses?",{"text":121,"@type":113},"The document links this pattern to leveled tracking, which places EL-classified students into lower-level content courses; results show higher shares in developmental ELA and lower shares in advanced ELA and advanced math.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586358,1792660455,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","JANUARY 2026  \n\n| ENGLISH LEARNERS’ PEER COMPOSITION IN OREGON |\n| --- |\n| EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS |\n\nExploring English learner students’ peer composition  \nStudents’ learning experiences are shaped not just by their teachers but also by the other students in their classes (i.e. , their peers) . For English learner (EL)-classified students, interactions with peers may impact both language learning and content learning.  \nPeers can influence learning in various ways. In class discussionsand activities, students learn from each other. Further , students who are surrounded by motivated and successful learners can develop high aspirations for themselves, while students whose classmates tend tobe labeled as academically less capable may lose self-confidence.  \nAs a first step to understanding peer effects for EL-classified students, this brief explores how EL status is associated with peer composition , which we define as the demographic characteristics of a student’s classmates. This brief answers the following questions: Are ELs’ peers different from the peers of non-ELs? If so, how and why?  \nWe draw on statewide data from Oregon in the 2018-19 school year. When it comes to EL status, we categorize each student according to the following definitions:  \n Current EL: Student classified as an EL during time of data collection  \n Former EL: Student who was formerly classified as an EL, but was no longer classified as an EL during time of data collection  \n Never EL: Student who had no record of ever having been classified as an EL  \nAverage Peer Composition for Current and Never ELs  \n\n| \u003Cbr>A typical high school current EL’s peers were:\u003Cbr>\u003Cbr>A typical high school never EL’s peers were: |  |\n| --- | --- |\n| \u003Cbr>Current EL 24.7%\u003Cbr>Never EL 54.0%\u003Cbr>Former EL 21.3% | Current EL\u003Cbr>2.6%\u003Cbr>\u003Cbr>Never EL\u003Cbr>85.4% |\n\nData: Oregon Department of Education – 2018/19  \nCurrent ELs tended to be in classes with high proportions of other current ELs  \nBased on social network analysis that examined the average characteristics of a student’s classmates , we found that a typical current EL in high school was in classes where 24.7% of their classmates were also current ELs. By contrast , a typical never EL in high school was in classes where only 2.6% of their classmates were current ELs. In other words , current ELs tended tobe surrounded by nearly 10 times the number of other current ELs compared to their never EL peers.  \nThis analysis used averages from across the state , so the results partially reflect the fact that current ELs tended to be in schools with higher EL populations. That said , in a supplementary analysis , we found similar enrollment patterns within schools. In other words , even within a school , current ELs were placed in classes with far more ELs compared to their never EL peers. Additionally , we observed similar peer composition disparities at the middle school level.  \nThis analysis was conducted by Dr. Taiyo Itoh (University of Oregon [UO]) , Jaclyn Bovee (Oregon State University [OSU]) , Dr. Ilana Umansky (UO) , and Dr. Karen D. Thompson (OSU) . This research was supported by the Institute of Education Sciences, U.S. Department of Education , through Grant R305C200008 to WestEd and by a grant from the American Educational Research Association which receives funds for its \"AERA-NSF Grants Program\" from the National Science Foundation under NSF award NSF-DRL \\#1749275 . Opinions reflect those of the authors and do not necessarily reflect those of the Institute, the U.S. Department of Education , AERA , or NSF. The authors thank the Oregon Department of Education for providing the data used in this analysis. Data source for all analyses: Oregon Department of Education , 2013/14 – 2018/19 .  \nFor more info: [elrdcenter.wested.org](elrdcenter.wested.org) JANUARY 2026  \n2  \nClassmates of current ELs tended to have marginalized identities  \nEL students’ peers in Oregon did not differ just in ","cbCaitji0r5NWMeM","https://ap.wps.com/l/cbCaitji0r5NWMeM","pdf",305799,"English","# Exploring English learner students’ peer composition\n# How peer composition differs by EL status\n# Statewide data and definitions (2018–19)\n# Key findings: EL clustering and marginalized identities\n# Course placement patterns and developmental content courses\n# Key takeaways","[{\"question\":\"Are current ELs’ peers different from never ELs’ peers in Oregon?\",\"answer\":\"Yes. The analysis finds a typical current EL is in classes where 24.7% of classmates are also current ELs, compared with only 2.6% for a typical never EL.\"},{\"question\":\"What kinds of marginalized identities are reflected in the peer composition of current ELs?\",\"answer\":\"Current EL students tend to be in classes with more students who do not speak English at home, speak Spanish at home, are not White, are Hispanic/Latino, are male, are eligible for free-and-reduced-price lunch, participate in special education, and have low academic assessment scores.\"},{\"question\":\"Why are current ELs overrepresented in developmental content courses?\",\"answer\":\"The document links this pattern to leveled tracking, which places EL-classified students into lower-level content courses; results show higher shares in developmental ELA and lower shares in advanced ELA and advanced math.\"}]","ENGLISH LEARNERS’ PEER COMPOSITION IN OREGON - EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS | PDF",1792057668]