Lost in the Transition: The Cost of College-Readiness English Standards Misalignment for Students Initially Classified as English Learners

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Autor/inn/en	Melguizo, Tatiana; Flores, Stella; Velasquez, David; Carroll, Tim
Titel	Lost in the Transition: The Cost of College-Readiness English Standards Misalignment for Students Initially Classified as English Learners
Quelle	In: Journal of Higher Education, 92 (2021) 5, S.815-846 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2021.1888634
Schlagwörter	College Readiness; High School Students; High School Graduates; English Language Learners; Community Colleges; Two Year College Students; Alignment (Education); Standards; Student Characteristics; Knowledge Level; Resources; Skills; Social Bias; Role of Education; Spanish Speaking; Hispanic American Students; African American Students; Correlation; College Credits; College Transfer Students; Monolingualism; Bilingualism; Educational Legislation; Elementary Secondary Education; Federal Legislation; Student Placement; Developmental Studies Programs; Racial Differences; Ethnicity; Language Proficiency; English (Second Language); Classification; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate; Graduates; Absolvent; Absolventin; Community college; Community College; Standard; Wissensbasis; Betriebsmittel; Hilfsmittel; Skill; Fertigkeit; Bildungsauftrag; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Korrelation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Bilingualismus; Bildungsrecht; Schulgesetz; Bundesrecht; Schülerpraktikum; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Rassenunterschied; Ethnizität; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Classification system; Klassifikation; Klassifikationssystem; Kalifornien
Abstract	Using linked, individual-level data from a large metropolitan K-12 district and a large urban community college district in California, we examine whether indicators of college-readiness for graduating high school students who were initially classified as English Learners (ELs) are honored in community college course placement. In particular, we explore (1) whether there is misalignment in course assignment levels among former EL students between the K-12 and community college sector based on high school readiness metrics; and (2) if misalignment exists, we investigate its extent among various levels and identities of EL students. We employ an integrated capitals and funds of knowledge framework to emphasize students' assets in the form of resources, knowledge, and skills while also acknowledging the role of education systems in reproducing social inequities. We find that along with students who speak Spanish at home, Latina/o, and Black students, former ELs who met college-readiness standards experienced the highest levels of inter-sector English misalignment (over 75%). Our results show a negative association between experiencing inter-sector misalignment and college credit accumulation. After controlling for course placement, background, and academic characteristics our analysis suggests that despite facing higher levels of inter-sector misalignment relative to other students, former ELs manage to accumulate five to six more transferable degree units than their monolingual English-speaking peers. The findings suggest a need for even greater inter-sector communication and accountability between legislators, K-12, and postsecondary leaders to ensure that state-level college-readiness standards are properly defined and consistently used in the transition from high school to college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01