This study provides longitudinal insights into a pattern of drop-out that the authors had previously identified, by tracking educational outcomes among ESL youth for a single, large urban school. Over a span of eight years, distinct changes in the educational climate and, in particular, in the structure and funding of ESL programming have led to two distinct cohorts of ESL students: pre- and post-budget cuts. While the results show the general drop-out rate for ESL students remains unchanged at 74%, a comparison of the two cohorts suggests that accelerated integration into academic mainstream courses has had a detrimental impact on the educational success of intermediate level ESL students. Further, a new set of issues emerges related to the quality of success for ESL learners and the identification of ESL learners.
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Watt et al. (2001) studied this question.
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