English as a Second Language at California's Community Colleges. Policy Brief

Autor/in	Serverance, Mary
Institution	Public Policy Institute of California (PPIC)
Titel	English as a Second Language at California's Community Colleges. Policy Brief
Quelle	(2022), (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Two Year College Students; English (Second Language); Second Language Instruction; State Legislation; Language Proficiency; Student Placement; School Policy; Barriers; COVID-19; Pandemics; Enrollment; Required Courses; Program Effectiveness; Writing (Composition); College Transfer Students; Success; Placement Tests; High School Graduates; English Language Learners; California + Suchen Sie Ihr Suchwort? Community college; Community College; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Landesrecht; Language skill; Language skills; Sprachkompetenz; Schülerpraktikum; Schulpolitik; Einschulung; Pflichtkurs; Schreibübung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Erfolg; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Kalifornien
Abstract	This policy brief was adapted from "English as a Second Language at California's Community Colleges: An Early Examination of AB 705 Reforms." In Fall 2021, colleges began implementing reforms to English as a Second Language (ESL) that were mandated by Assembly Bill 705 (AB 705). In recognition of the need for effective and equitable ESL pathways, AB 705 requires colleges to maximize the probability that students who enroll in credit-bearing ESL courses complete transfer-level English (TLE) within three years. Like similar reforms in English and math, ESL reform involves moving away from heavy reliance on placement tests, which do not always provide a full understanding of a student's English language and literacy skills, and shortening ESL course sequences--ample research indicates that lengthy sequences reduce students' chances of completing TLE. [For the full report, see ED627173. For the Technical Appendices, see ED627174.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01