Brian Holzman
@brianholzman.bsky.social
Assistant Professor at Texas A&M University, College of Education & Human Development || Soc of ed, higher ed, ed policy, race/immigration/language, & RPPs || "a noted dog enthusiast"
www.brianholzman.com
www.brianholzman.com
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🙏 We thank Kinder Institute staff (Erin Baumgartner, Ruth Turley) for supporting this project from its inception. In particular, we're grateful to Ruth for reviewing the 1st draft & encouraging us on the implications section, which we hope serves as an agenda for future research.
🙏 We thank Kinder Institute staff (Erin Baumgartner, Ruth Turley) for supporting this project from its inception. In particular, we're grateful to Ruth for reviewing the 1st draft & encouraging us on the implications section, which we hope serves as an agenda for future research.
January 12, 2026 at 2:49 PM
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🙏 We thank Kinder Institute staff (Erin Baumgartner, Ruth Turley) for supporting this project from its inception. In particular, we're grateful to Ruth for reviewing the 1st draft & encouraging us on the implications section, which we hope serves as an agenda for future research.
🙏 We thank Kinder Institute staff (Erin Baumgartner, Ruth Turley) for supporting this project from its inception. In particular, we're grateful to Ruth for reviewing the 1st draft & encouraging us on the implications section, which we hope serves as an agenda for future research.
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💡 Policy implication:
EL classification can unintentionally function as a tracking mechanism, constraining access to college-level coursework. Supporting EL students so they have greater access to AP/IB/dual credit pipelines sooner may expand postsecondary opportunity.
💡 Policy implication:
EL classification can unintentionally function as a tracking mechanism, constraining access to college-level coursework. Supporting EL students so they have greater access to AP/IB/dual credit pipelines sooner may expand postsecondary opportunity.
January 12, 2026 at 2:49 PM
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💡 Policy implication:
EL classification can unintentionally function as a tracking mechanism, constraining access to college-level coursework. Supporting EL students so they have greater access to AP/IB/dual credit pipelines sooner may expand postsecondary opportunity.
💡 Policy implication:
EL classification can unintentionally function as a tracking mechanism, constraining access to college-level coursework. Supporting EL students so they have greater access to AP/IB/dual credit pipelines sooner may expand postsecondary opportunity.
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📊 In decomposition analyses, differences in college-level course-taking explain meaningful portions of EL–never-EL gaps in college enrollment and completion, indicating that reclassification timing has downstream influences on curricular & postsecondary access.
📊 In decomposition analyses, differences in college-level course-taking explain meaningful portions of EL–never-EL gaps in college enrollment and completion, indicating that reclassification timing has downstream influences on curricular & postsecondary access.
January 12, 2026 at 2:49 PM
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📊 In decomposition analyses, differences in college-level course-taking explain meaningful portions of EL–never-EL gaps in college enrollment and completion, indicating that reclassification timing has downstream influences on curricular & postsecondary access.
📊 In decomposition analyses, differences in college-level course-taking explain meaningful portions of EL–never-EL gaps in college enrollment and completion, indicating that reclassification timing has downstream influences on curricular & postsecondary access.
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📚 College-level coursework is an important part of the story:
Students reclassified in high school take fewer AP/IB/dual credit courses than never-EL or elementary-reclassified peers.
📚 College-level coursework is an important part of the story:
Students reclassified in high school take fewer AP/IB/dual credit courses than never-EL or elementary-reclassified peers.
January 12, 2026 at 2:49 PM
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📚 College-level coursework is an important part of the story:
Students reclassified in high school take fewer AP/IB/dual credit courses than never-EL or elementary-reclassified peers.
📚 College-level coursework is an important part of the story:
Students reclassified in high school take fewer AP/IB/dual credit courses than never-EL or elementary-reclassified peers.
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🎓 Key descriptive pattern:
EL gaps in 4-year enrollment and B.A. completion are largest among students reclassified later (middle/high school). Early reclassification is associated with outcomes closer to never-EL peers.
🎓 Key descriptive pattern:
EL gaps in 4-year enrollment and B.A. completion are largest among students reclassified later (middle/high school). Early reclassification is associated with outcomes closer to never-EL peers.
January 12, 2026 at 2:49 PM
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🎓 Key descriptive pattern:
EL gaps in 4-year enrollment and B.A. completion are largest among students reclassified later (middle/high school). Early reclassification is associated with outcomes closer to never-EL peers.
🎓 Key descriptive pattern:
EL gaps in 4-year enrollment and B.A. completion are largest among students reclassified later (middle/high school). Early reclassification is associated with outcomes closer to never-EL peers.
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🏫 Using longitudinal data from the Houston Independent School District, we follow students from high school through 6 years post-graduation and disaggregate EL students by timing of reclassification (never EL, elementary, middle, high).
🏫 Using longitudinal data from the Houston Independent School District, we follow students from high school through 6 years post-graduation and disaggregate EL students by timing of reclassification (never EL, elementary, middle, high).
January 12, 2026 at 2:49 PM
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🏫 Using longitudinal data from the Houston Independent School District, we follow students from high school through 6 years post-graduation and disaggregate EL students by timing of reclassification (never EL, elementary, middle, high).
🏫 Using longitudinal data from the Houston Independent School District, we follow students from high school through 6 years post-graduation and disaggregate EL students by timing of reclassification (never EL, elementary, middle, high).
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🎯 Why this matters:
AP/IB/dual credit participation is strongly predictive of college enrollment and completion, yet we know little about how EL students navigate these pipelines.
🎯 Why this matters:
AP/IB/dual credit participation is strongly predictive of college enrollment and completion, yet we know little about how EL students navigate these pipelines.
January 12, 2026 at 2:49 PM
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🎯 Why this matters:
AP/IB/dual credit participation is strongly predictive of college enrollment and completion, yet we know little about how EL students navigate these pipelines.
🎯 Why this matters:
AP/IB/dual credit participation is strongly predictive of college enrollment and completion, yet we know little about how EL students navigate these pipelines.
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👨🎓 We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment and completion gaps.
👨🎓 We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment and completion gaps.
January 12, 2026 at 2:49 PM
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👨🎓 We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment and completion gaps.
👨🎓 We examine how English learner (EL) status shapes access to college-level coursework (AP, IB, dual credit) in high school—and how this contributes to postsecondary enrollment and completion gaps.
I submitted mine 5/14, post-DOGE. A sat on a dissertation committee for a student who submitted the same day & they got approval a few weeks later--36 hours before defending! I'm not sure how much they’re reviewing, but they're probably prioritizing dissertations.
November 17, 2025 at 6:36 PM
I submitted mine 5/14, post-DOGE. A sat on a dissertation committee for a student who submitted the same day & they got approval a few weeks later--36 hours before defending! I'm not sure how much they’re reviewing, but they're probably prioritizing dissertations.