Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs’ limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program’s impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency.

中文翻译：

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夏季学分恢复对新移民英语学习者的影响

先前的研究表明，英语学习者（ELs）在学业成绩和教育水平方面落后于同龄人。持续存在的差距部分归因于EL对学术内容的有限接触。本文研究了夏季信贷回收计划的有效性，该计划旨在扩大高中新移民EL接触学术学科的机会。利用加州大市区的学生水平数据，我使用“差异中差异”方法来评估该计划对高中课程学习，英语水平和毕业的影响。学分恢复增加了新来的EL学生参加的数学，英语语言艺术，科学和社会科学课程的数量。不能准确估计对4年和5年毕业率的影响。