Noncredit English as a Second Language Student Transition Into Community College Credit Programs: Beyond Access to Success

• In Event: 66.040 - Higher Education Access for Marginalized Students: Toward Justice in College Readiness and College Transfer

Abstract

Noncredit English as a Second Language (NCESL) California community college programs have been identified as gateways for immigrant students into credit programs, yet matriculation rates of these students into credit are low. This mixed-method, exploratory study revealed NCESL program designs and characteristics that may relate with higher rates of NCESL student matriculation into credit programs. Findings and results related to higher matriculation included the importance of full-time faculty, the same counselors for both credit and noncredit students, institutional commitment to NCESL, managed enrollment, and teaching the system of higher education in NCESL classrooms. The study includes recommendations for state-level, institutional, and program-level policies and practices that can support NCESL programs in producing higher rates of student transition into credit.

Author

• Alice Mecom, Pasadena City College