ELL Students' Success in Hawai‘i: Identifying Factors Related to Undergraduate Degree Attainment

Abstract

In the United States, English Language Learner (ELL) students, defined as having limited English proficiency, are required to take remedial education during their college years. The current research studied the factors that affect ELL students’ post-secondary graduation success rates in the State of Hawai‘i. Graduation success was measured in terms of completing the requirements within three years or six years for an associate or bachelor’s degree, respectively. This study covered students’ last two years of high school and primarily their first year of college. Three logistic regression models were developed with variables included from high school and college in order to predict students’ readiness for college study and graduation success rates. Results indicated that HSA test scores, number of years enrolled in AP classes, credits earned beyond 25 credits, first English course enrolled in during freshman year, and whether or not a student received Pell grant support were statistically significant predictors. The findings primarily reflected the importance of English proficiency and Pell grant support in students’ graduation success. Moreover, the effect of ELL status on students’ graduation success rates was not the same at different levels of students’ socioeconomic background. These findings are discussed in terms of their theoretical and practical importance.