Centering Structural and Systemic Barriers in Rethinking College and Career Readiness for Students Classified as English Learners

Abstract

College and career readiness has been prominent in educational policy discourses in the United States for the past few decades. However, students classified as English learners (ELs) have rarely factored into these policy considerations and have faced considerable structural and systemic barriers that have limited their educational opportunities. This special issue brings together empirical work that centers ELs in college and career readiness. Importantly, these papers highlight barriers to ELs' college and career readiness and present potential directions for redressing these structural and systemic inequities.