College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula

Contreras, Frances; Fujimoto, Maria Oropeza

doi:10.1080/0161956x.2019.1598121

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…Second, although LM students entered college with less beneficial academic preparation, compared to non-LM students–which mirrors current literature [ 49 ]–we did not find support that LM status influenced how initial lecture and inquiry-based instruction impacted subsequent performance in the course series. That said, we still found that LM students had overall lower courses grades in the initial lecture course but not the initial inquiry-based laboratory course, which aligns with research that suggests that active learning may be a means of reducing the achievement disparities often experience by LM and URM students [ 16 , 26 , 35 , 50 ].…”

Section: Discussioncontrasting

confidence: 66%

Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses

et al. 2022

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This study examined the effectiveness of lectures and inquiry-based instruction in supporting learning for language minority (LM) students in science gateway courses at a large public research university. Utilizing institutional data from 6,911 students across nine years, we fitted cross–lagged panel designs to model associations between lecture courses and inquiry-based laboratory courses for both LM and non-LM students in two-course sequences of introductory college Physics and Chemistry. We found that initial performance in lectures and laboratory sessions can be a predictor of subsequent course performance across disciplines and independent of LM status. Notably, while LM students performed worse in the initial lecture course, LM status resulted in neither worse performance in inquiry-based laboratory courses nor in worse performance in subsequent courses in the science gateway course sequence. Thus, this study suggests that interventions intended to support LM students in college science should target the initial courses in the corresponding science gateway course sequences.

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Section: Discussioncontrasting

confidence: 66%

Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses

et al. 2022

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“…Lower test scores may be due to several factors beyond limited English proficiency, as these students are more likely to attend a high school with limited resources, and less likely to have access to advanced or college preparatory classes in both middle and high school (Núñez et al 2016). EL students may not understand the benefits of rigorous coursetaking or may have more limited course schedules due to EL requirements which could limit their opportunities to take college preparatory coursework, resulting in lower levels of preparation for college-level courses (Contreras and Fujimoto 2019).…”

Section: <B> Language Minority Students At Community Collegesmentioning

confidence: 99%

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

Mokher

Park-Gaghan

2023

Education Finance and Policy

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Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from firsttime-in-college students at all 28 Florida College System institutions, we use an interrupted time series design with an analysis of heterogenous effects to compare first year coursetaking outcomes in English before and after Florida’s developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform’s benefits are similar for LM and non-LM students overall, there are importance differences among LM subgroups which indicate that ESOL and foreign-born students may benefit most.

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“…There has been an emphasis on the construct of college readiness, especially in the transition from high school to college (e.g., ACT, 2019;Common Core State Standards, 2020;Conley, 2008;Vandal, 2010). There has also been growing interest in literacy with college readiness (e.g., Boden, 2011;Henry & Stahl, 2017;Hungerford-Kresser & Amaro-Jimenez, 2012;Springer et al, 2014) and language (Contreras & Fujimoto, 2019;Lee et al, 2018). And yet, the concept of collegeready literacies remains nebulous.…”

Section: College Readinessmentioning

confidence: 99%

“It’s a Different World”: Language Ideologies, Literacies, and College Readiness

Hoff¹,

Reynolds²

2022

ALE JOURNAL

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For linguistically diverse students, the path to college is often defined by language. Depending on assessments and institutional policies, students may be placed into course sequences in developmental English, adult basic education, and/or English as a Second Language courses. The purpose of this study was to better understand developmental education, adult basic education, and English as a Second Language instructors' perceptions of how to best prepare linguistically diverse students for the literacy expectations of college courses. Ten instructors from Texas institutions were interviewed.Finding showed an overall lack of shared understandings of academic literacy across the three fields. Furthermore, there were tendencies towards deficit framings among developmental English instructors.Finally, findings showed a high level of animosity, particularly between English as a Second Language and developmental English instructors. Implications of these findings are discussed.

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College Readiness for English Language Learners (ELLs) in California: Assessing Equity for ELLs under the Local Control Funding Formula

Cited by 11 publications

References 15 publications

Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses

Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses

Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status

“It’s a Different World”: Language Ideologies, Literacies, and College Readiness

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