English Learners' College Persistence and Completion: Paths to Success

Autor/inn/en	Sacklin, Jen; Daniels, Kelsey
Titel	English Learners' College Persistence and Completion: Paths to Success
Quelle	In: ORTESOL Journal, 39 (2022), S.4-18 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-401X
Schlagwörter	English Language Learners; Educational Background; Academic Persistence; Graduation Rate; Socioeconomic Status; Undergraduate Students; Intervention; Prior Learning; Community Colleges; Remedial Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Program Effectiveness; Academic Ability; Student Characteristics; Student Motivation; Higher Education; Educational Attainment; Career Education; College Preparation; College Transfer Students; Oregon + Suchen Sie Ihr Suchwort? Vorbildung; Socio-economic status; Sozioökonomischer Status; Vorkenntnisse; Community college; Community College; Förderkurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulische Motivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsabschluss; Bildungsgut; Arbeitslehre; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno & Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This paper examines two such interventions at one Oregon community college: ESL Bridge to College (an academic contextualized model of developmental education) and PASS Lane (a career contextualized model). Using descriptive statistics, we tabulated EL participants' persistence and completion rates. Results show that average persistence and completion rates are higher for participants of these two programs compared to the general student population and to former ELs who were enrolled prior to the creation of the PASS Lane and Bridge programs. More research is needed that controls for participants' background characteristics like academic ability, motivation, socioeconomic status, prior education, and external commitments to determine whether the programs themselves caused this increase in EL persistence and completion. (As Provided).
Anmerkungen	Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01