Faculty Sponsor: Dr. Carycruz Bueno
Live Poster Session: Zoom Link Goes Here
Saakshi Challa
Saakshi is a rising junior (’27) from Newton, Massachusetts. She is majoring in Computer Science and Economics and minoring in Human Rights Advocacy. Saakshi is interested in applied econometrics and policy, specifically within business and the social sector. In her free time, she enjoys reading, hiking, and singing Carnatic music!
Abstract: This study examines the characteristics that influence English Learner (EL) growth and the likelihood of becoming a Long-Term English Learner (LTEL) in a large urban public school district. Using student-level panel data from 2017–2025, we applied three linear probability models to analyze (1) LTEL status, (2) standardized exam growth, and (3) growth controlling for lagged test scores. All models included student fixed effects to account for time-invariant, unobserved characteristics, and covariates such as race/ethnicity, gender, home language, free/reduced-price lunch (FRL) eligibility, and special education status. Results reveal that a substantial portion of ELs do not experience consistent growth in English proficiency over time. Economic disadvantage, measured by FRL eligibility, is associated with both lower growth and a higher likelihood of LTEL status. While Khmer speakers and those with less common languages show notable progress, Spanish and Arabic speakers are more likely to remain ELs long-term. Gender and racial differences—such as lower LTEL risk for female and Latino students and lower growth among African American students—underscore how EL outcomes are shaped by intersecting factors. Special education status is also a strong predictor of LTEL risk. These findings highlight the need for targeted, equity-focused interventions to address persistent barriers in English language acquisition.
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