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Compares prior participation in bilingual programs with later enrollment in core content courses across middle and high school, using longitudinal records. Finds EL-labeled students with any bilingual program experience generally show higher enrollment in ELA, social studies, and science; longer participation correlates with stronger enrollment. Notes correlations without causal claims and describes participation patterns by language and eligibility.",{"@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/examining-policy-levers-for-english-learner-course-access/585898/",{"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/examining-policy-levers-for-english-learner-course-access/585898.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the brief examine about bilingual education in Oregon?","Question",{"text":112,"@type":113},"It examines bilingual education as a policy lever to support English Learner (EL) access to core content courses in secondary grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does prior bilingual program participation relate to course enrollment?",{"text":117,"@type":113},"Among EL-classified students in middle and high school, those who had ever participated in bilingual programs generally had higher enrollment in ELA, social studies, and science.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the brief claim bilingual programs cause higher enrollment?",{"text":121,"@type":113},"No. The brief states that causal conclusions cannot be made from the data, though bilingual programs may have supported building content knowledge.","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},585898,1793151262,{"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":29,"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},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","National Research & Development Center to Improve  \nEDUCATION FOR SECONDARY ENGLISH LEARNERS  \nJULY 2023  \n\n| BILINGUAL EDUCATION |\n| --- |\n| EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS |\n\nExploring bilingual education as a policy lever in Oregon  \nThis brief explores the potential of bilingual programs to support access to core content courses for students classified as English Learners (ELs) .  \nThe most common types of bilingual education programs in Oregon are:  \n• Dual language: Instruction is in English and a partner language, with goals ofbiliteracy and bilingualism. This is also known as a two-way immersion program.  \n• Transitional: Students’  \nhome language is used as a temporary bridge, with the goal of transitioning to instruction in English.  \nBecause definitions have changed over time, the analyses in this brief include enrollment in any type of bilingual program.  \nBilingual programs are much more common in elementary school. In 2018/19, 23% of Oregon elementary students classified as ELs were enrolled in bilingual programs, compared to 6% of EL-classified students in middle and high school.  \nTherefore, this brief analyzeshow past participation in bilingual education relates to core content course enrollment in middle and high school. Analyses include students whose records were traced back to kindergarten.  \nPercentages of EL-Classified Middle and High School Students in Oregon Enrolled in Core Content Courses, by Previous Bilingual Education Participation  \n\n| \u003Cbr>Middle School\u003Cbr>\u003Cbr>Studies | \u003Cbr>High School\u003Cbr>100 ~~ ~~\u003Cbr>89 83 92 92 86 81\u003Cbr>75  72 \u003Cbr>62\u003Cbr>\u003Cbr>50\u003Cbr>25\u003Cbr>0\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>ELA Math Science Social\u003Cbr>Studies |\n| --- | --- |\n|  Participated in Bilingual Program  Never Participated in Bilingual Program |  |\n\nData: Oregon Department of Education, 2014/15 – 2018/19  \nEL-classified students who had participated in bilingual education were more likely to enroll in core content courses  \nAmong EL-classified students in middle and high school between 2014/15 and 2018/19, we found that students who had ever participated in a bilingual program generally had higher levels of enrollment in English language arts (ELA), social studies, and science courses .  \nStudents who had participated in bilingual programs for longer periods of time were more likely to be enrolled in core content courses than students who had participated for shorter periods of time. For example, 92 percent of EL-classified high school students who had participated in a bilingual program for 5 years or more were enrolled in a science course compared to 83 percent who had participated for fewer than 5 years .  \nAlthough causal conclusions cannot be made from these data, bilingual programs may have supported EL-classified students in building content knowledge, thus preparing them for later content courses .  \nThis analysis was conducted by Manuel Vazquez Cano (University of Oregon [UO]), Janette Avelar (UO), Dr. Ilana Umansky (UO), and Dr. Karen D. Thompson (Oregon State University) . This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C200008 to WestEd. The opinions expressed are those of the authors and do not represent views of the Institute or the U. S. Department of Education. 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 .  \n2  \nSome students had more access to bilingual education than others  \nBased on data for EL-classified students in grades 6–12 from 2014/15 to 2018/19:  \n• Spanish-speaking EL-classified students had the highest rates of past participation in bilingual education (36%), followed by Russian speakers (16%) .  \n• Economically disadvantaged EL-classified students were two times more likely to have participated in bilingual education than their peers .  \n• Districts with more students who had ever been c","cbCailPji6PB5bb7","https://ap.wps.com/l/cbCailPji6PB5bb7","pdf",212210,"English","# Exploring bilingual education as a policy lever in Oregon\n# EL-classified students and core content course enrollment\n## Higher enrollment linked to bilingual participation\n## Longer participation associated with stronger enrollment\n# Access differences in bilingual education participation\n## Participation rates by language and subgroup","[{\"question\":\"What does the brief examine about bilingual education in Oregon?\",\"answer\":\"It examines bilingual education as a policy lever to support English Learner (EL) access to core content courses in secondary grades.\"},{\"question\":\"How does prior bilingual program participation relate to course enrollment?\",\"answer\":\"Among EL-classified students in middle and high school, those who had ever participated in bilingual programs generally had higher enrollment in ELA, social studies, and science.\"},{\"question\":\"Does the brief claim bilingual programs cause higher enrollment?\",\"answer\":\"No. The brief states that causal conclusions cannot be made from the data, though bilingual programs may have supported building content knowledge.\"}]","EXAMINING POLICY LEVERS FOR ENGLISH LEARNER COURSE ACCESS | PDF",1792056272]