Sixty-three percent of ELL and 25 percent of non-ELL graduates completed a below standard curriculum in 2009. ELL and non-ELL graduates who completed a below standard curriculum level differed in the requirements they lacked to attain a standard curriculum level.
Nearly a third of ELL graduates (32 percent) were missing only the required number of English credits to reach a standard curriculum compared to 22 percent of non-ELL graduates.
Twenty-nine percent of ELL graduates lacked only the science requirements necessary to reach a standard curriculum compared to 40 percent of non-ELL graduates.
Percentage distribution of graduates who did not attain a standard curriculum, by missing requirement and English language learner status: 2009
| Percentage of graduates |
Standard error |
Percentage of graduates |
Standard error |
Percentage of graduates |
Standard error |
Percentage of graduates |
Standard error |
Percentage of graduates |
Standard error |
|---|
| English language learner |
28.7 |
* |
(3.34) |
3.8 |
* |
(1.06) |
32.2 |
* |
(2.47) |
‡ |
|
† |
35.1 |
* |
(2.66) |
|---|
| Non-English language learner |
39.8 |
|
(1.78) |
8.1 |
|
(0.53) |
22.3 |
|
(1.96) |
4.9 |
|
(0.65) |
24.9 |
|
(1.16) |
|---|
† Not applicable.
‡ Reporting standards not met.
* Significantly different (p<.05) from non-English language learners.
NOTE: As defined in the HSTS, ESL courses are counted as foreign language courses and not English. Details may not sum to total because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.