English learners (ELs) lag behind their peers in academic achievement and attainment, partly due to limited exposure to academic content. Prior studies that examine high school course-taking find significant course access gaps between ELs and non-ELs but provide little information on the relation between course-taking and time spent as an EL. This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses. I use student-level data (N = 41,343) from a unique district in California with a large number of Chinese and Spanish ELs. I find substantial heterogeneity in general and advanced course-taking based on time spent as an EL. But differences disappear once eighth grade test scores are taken into consideration.

中文翻译：

---

时间问题：高中课程的变化（按“ EL年”分组）

英语学习者（ELs）在学习成绩和成就上落后于同龄人，部分原因是对学术内容的接触有限。先前研究高中课程学习的研究发现，高级英语和非高级英语之间的课程访问差距很大，但很少提供关于课程学习和高级英语学习时间之间关系的信息。本研究通过解决异质性这一方面并报告详细的按主题分析，对先前的研究进行了改进。我使用来自加利福尼亚一个独特地区的学生水平数据（N = 41,343），其中包含大量的中文和西班牙EL。根据作为EL所花费的时间，我发现一般和高级课程存在很大的异质性。但是，一旦考虑到八年级的考试成绩，差异就会消失。