[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586351-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586351-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","michigan-english-learners-access-to-advanced-courses-academic-course-enrollment-and-completion-in-high-school","MICHIGAN ENGLISH LEARNERS’ ACCESS TO ADVANCED COURSES - ACADEMIC COURSE ENROLLMENT AND COMPLETION IN HIGH SCHOOL","","Explores how English learner (EL)-classified students in Michigan (2011–2015) accessed advanced coursework and how often they succeeded. Prior research is summarized on advanced classes such as AP and IB, while this brief uses statewide data to compare current ELs, former ELs, and never ELs. Results show current ELs were underrepresented in honors and AP/IB enrollment, with a larger access gap in AP/IB. When ELs enrolled, their passing rates were relatively high.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/michigan-english-learners-access-to-advanced-courses-academic-course-enrollment-and-completion-in-high-school/586351/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/michigan-english-learners-access-to-advanced-courses-academic-course-enrollment-and-completion-in-high-school/586351.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does access to advanced courses differ for current ELs compared with former and never ELs?","Question",{"text":63,"@type":64},"Across 2011–2015, current ELs were enrolled in honors and AP/IB at much lower rates than both former ELs and never ELs, with the largest gap in AP/IB courses.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What defines “advanced coursework” in this brief?",{"text":68,"@type":64},"Advanced coursework is defined as AP, IB, and honors courses.",{"name":70,"@type":61,"acceptedAnswer":71},"When EL students were enrolled in advanced classes, how successful were they?",{"text":72,"@type":64},"The brief reports that most students enrolled in advanced classes passed. The gap in success between current ELs and peers was smaller than the enrollment gap, and differences between passing honors versus AP/IB were very small.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586351,1792916014,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","JANUARY 2026  \n\n| MICHIGAN ENGLISH LEARNERS’ACCESS TO ADVANCED COURSES |\n| --- |\n| ACADEMIC COURSE ENROLLMENT AND COMPLETION IN HIGH SCHOOL |\n\nExploring English learner students’ access to advanced courses  \nPrior research has shown that access to advanced coursework impacts students’ educational outcomes, including their high school graduation , college enrollment , and college completion. For example, students who take and pass Advanced Placement (AP) or International Baccalaureate (IB) courses and exams may receive college credit , potentially shortening the duration of college and/or decreasing the cost of college. However , not all students have equal access to advanced courses. Research suggests that some historically marginalized student groups are underrepresented in advanced courses, but most research on English learner (EL) -classified students’ access to advanced courses is limited in scope, and very little is known about their success in advanced courses.  \nDrawing on statewide data from Michigan (2011-2015) , this research brief examines how often ELclassified students were enrolled in advanced coursework. We define advanced coursework as AP, IB , and honors courses. We look at how enrollment patterns for students classified as ELs during these years (current ELs) compared to students who were formerly classified as ELs but who exited EL status (former ELs) as well as students who were never classified as ELs (never ELs) . We also look at who, among current ELs, had access to advanced coursework, and how likely ELs were to be successful in advanced coursework.  \nPercentage of High School Students in Advanced Courses by EL Status  \n20  \n15  \n10  \n5  \n0  \n In Any Honors Course  In Any AP/IB Course  \n\n| 14.9 |  |\n| --- | --- |\n| 12.6\u003Cbr>11.7 | 12.7 |\n| 8.2 |  |\n| \u003Cbr>4.4 |  |\n\nCurrent ELs Former ELs Never ELs  \nData: Michigan Department of Education – 2011/12-2014/15  \nCurrent ELs were underrepresented in all types of advanced courses compared to never and former ELs  \nAcross the years 2011-2015 , fewer than one in ten current ELs in Michigan were enrolled in an honors class , and fewer than one in twenty were enrolled in an AP or IB class during their time in high school. These rates are considerably lower than the enrollment rates of both never and former ELs. For example , never ELs were about 3 times more likely to enroll in an AP or IB course and about 50% more likely to enroll in an honors course , compared to current ELs. It is worth noting , however , that former ELs were enrolled at rates equal to or higher than never ELs.  \nWhile there appears to have been more equitable access to honors courses for current ELs compared to AP/IB courses , honors courses tend to be less highly valued in college admissions and they do not result in college credit.  \nThe reasons that EL students have more access to honors compared to AP/IB courses deserves more research. Honors courses have less regulation and oversight and may therefore be better positioned to responsively serve a wider range of students , including EL-classified students. On the other hand , AP/IB courses may have stricter requirements regarding what and how a teacher teaches since these classes are linked to organizations and exams governed by outside bodies. This may result in restricted access for current ELs.  \nThis analysis was conducted by Dr. Nami Shin (University of Kansas) , Jaclyn Bovee (Oregon State University [OSU]) , Dr. Ilana Umansky (University of Oregon [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. The authors thank the Michigan Department of Education (MDE) for providing the data used in this analysis. Opinions reflect those of the authors and do not necessarily reflect those of the Institute, the U.S. Department of Education , or MDE. Data source for all analyses: Michigan Department of Education , 2011/12 – 20","cbCaiee1MI98m2q0","https://ap.wps.com/l/cbCaiee1MI98m2q0","pdf",250915,"English","# Exploring English learner students’ access to advanced courses\n# Percentage of High School Students in Advanced Courses by EL Status\n# Key Takeaways","[{\"question\":\"How does access to advanced courses differ for current ELs compared with former and never ELs?\",\"answer\":\"Across 2011–2015, current ELs were enrolled in honors and AP/IB at much lower rates than both former ELs and never ELs, with the largest gap in AP/IB courses.\"},{\"question\":\"What defines “advanced coursework” in this brief?\",\"answer\":\"Advanced coursework is defined as AP, IB, and honors courses.\"},{\"question\":\"When EL students were enrolled in advanced classes, how successful were they?\",\"answer\":\"The brief reports that most students enrolled in advanced classes passed. The gap in success between current ELs and peers was smaller than the enrollment gap, and differences between passing honors versus AP/IB were very small.\"}]","MICHIGAN ENGLISH LEARNERS’ ACCESS TO ADVANCED COURSES - ACADEMIC COURSE ENROLLMENT AND COMPLETION IN HIGH SCHOOL | PDF",1792057657]