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

Autor/inn/en	Mokher, Christine G.; Park-Gaghan, Toby J.; Hu, Shouping
Titel	Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status
Quelle	In: Education Finance and Policy, 18 (2023) 3, S.467-497 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Language Minorities; Educational Change; Remedial Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Community Colleges; Student Needs; College Preparation; College Freshmen; Self Concept; Cultural Background; High School Students; Educational Benefits; Student Characteristics; Immigrants; State Policy; Educational Policy; Florida + Suchen Sie Ihr Suchwort? Sprachminderheit; Bildungsreform; Förderkurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Community college; Community College; Studienanfänger; Selbstkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsertrag; Immigrant; Immigrantin; Immigranten; Politics of education; Bildungspolitik
Abstract	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 first-time-in-college students at all twenty-eight Florida College System institutions, we use an interrupted time-series design with an analysis of heterogenous effects to compare first year course-taking 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 important differences among LM subgroups indicating that ESOL and foreign-born students may benefit most. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01