Pathways & Outcomes: Tracking ESL Student Performance. A Longitudinal Study of Adult ESL Service at City College of San Francisco

Autor/inn/en	Spurling, Steven; Seymour, Sharon; Chisman, Forrest P.
Institution	Council for Advancement of Adult Literacy
Titel	Pathways & Outcomes: Tracking ESL Student Performance. A Longitudinal Study of Adult ESL Service at City College of San Francisco
Quelle	(2008), (212 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Longitudinal Studies; Adult Education; English (Second Language); Community Colleges; Urban Schools; College Second Language Programs; Outcomes of Education; Enrollment Trends; Academic Persistence; Academic Achievement; Stopouts; College Admission; Student Personnel Services; Program Effectiveness; California + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Schulleistung; Ausstieg; Hochschulzugang; Hochschulzulassung; Zulassung; Kalifornien
Abstract	This report presents the findings of a longitudinal study of English as a Second Language (ESL) students at the City College of San Francisco (CCSF) conducted during the summer of 2007. The study used College records to track all students who first enrolled in CCSF's credit and non-credit ESL programs in 1998, 1999, and 2000 for seven years each. In total, 38,095 non-credit and 6,666 credit ESL students comprised the "cohort" that was examined. The study's primary focus was on the persistence, learning gains, and transition to credit studies, and the success in credit courses of non-credit ESL students. It also examined various features of CCSF's ESL program that affected these variables. The major goal of the CCSF study was to use longitudinal research techniques to improve the ESL field's understanding of some major student outcomes and program variables. A second, but related, goal was to demonstrate the value and feasibility of conducting longitudinal research at the program level and to provide an example of how it can be conducted in a cost-effective way. Understanding the importance of both goals requires understanding the distinctive contributions that longitudinal research can make to the ESL field. Major attention is given to the various features of CCSF's ESL program that affected student outcomes and pathways--such as terms and hours of attendance, and program design and policy. CCSF's substantial data on "stop-outs" is also presented and analyzed in depth. All the chapters in this report (except Chapters 1 and 3) are organized so that they can be read independently of each other and so that readers with different levels of interest can explore the subjects they discuss in various levels of detail. Each chapter begins with a "Background" section that explains aspects of CCSF's ESL program that the reader must understand to follow the analysis in the chapter. Next, each chapter contains a "Major Findings" section for the chapter and some of the implications of the findings in a concise form. This is followed by an "Analysis" section that presents and explains the data on which the major findings are based and also contains some secondary findings. Each chapter also contains a "Discussion" section, which discusses some of the major implications of the analysis for understanding the outcomes of CCSF's ESL program and for its program design. (Contains 54 tables and 88 footnotes.) (ERIC).
Anmerkungen	Council for Advancement of Adult Literacy. 1221 Avenue of the Americas 46th Floor, New York, NY 10020. Tel: 212-512-2362; Fax: 212-512-2610; Web site: http://www.caalusa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10