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Research suggests that youth’s academic success and positive development is influenced by supportive adults and resources. Yet, research also suggests students whose First Language is Not English (FLNE) may experience complex challenges to academic engagement such as language acquisition, family separation, as well as lack of access to social capital. While considerable research has been conducted with this population, gaps in academic performance between FLNE students and native English speaking students persist.
This study utilized mixed methods to gain a nuanced understanding of FLNE students lived experiences that might be associated with their academic performance and persistence. The quantitative analyses explored whether unique groups of FLNE students can be distinguished by various achievement and demographic indicators, and if so, whether some groups are more likely to graduate from high school than others. The qualitative methods explored from Latinx FLNE student’s perspective, the factors they felt contributed to academic persistence or disengagement.
Methods:
Quantitative
Latent Class Analysis (LCA) was used to determine if there were unique classes of First Language Not English (FLNE), using eight indicators- English Learner status, math and English assessment scores, free/reduced price lunch eligibility, passing 9th grade classes, time in state, special education status, and native language- from student level data from a State Department of Elementary and Secondary Education. The sample (n=13,075) included first-time 9th grade students enrolled in public schools by the end of 2011-2012 academic year. Multilevel logistic regression analyses were conducted to evaluate the links between class memberships and four- and five-year graduation status.
Qualitative
Focus group interviews in four public school districts and one nonprofit-Community Based Organization (CBO) were conducted in northeastern state. Participants (n=24) engaged in two focus groups waves. All participants reported Spanish as their first language, were born in Central America, and none of their parents were born in the U.S. Focus groups were administered in English and Spanish and elicited participants’ lived experiences in and outside of school, particularly on what factors contributed to their academic persistence.
Findings: The quantitative data analysis revealed that FLNE students are not a homogenous group- six distinct classes of FLNE students exist in a Northeastern state and membership in those specific groups can predict a student’s likelihood of graduating from high school within four or five years, relative to other groups. In addition, phenomenological analysis of focus groups data revealed competing priorities, unsupportive school climate, and familial priorities as major barriers to academic engagement. Conversely, participants described personal motivation, supportive transcaring climate, and relationships with family, peers, and school staff as major factors for staying in school.
Conclusion and Implications: Findings revealed numerous and complex challenges that First Language Not English youth might encounter throughout their school and home lives which influences positive or negatively their academic performance. By creating more opportunities for connection, engaging youth in program design, offering more flexibility, increasing teacher and staff training, and providing comprehensive supports, schools and CBOs can support youth’s academic performance and socio-emotional wellbeing.