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

• In Event: 25.041 - Strengthening Placement, Developmental Education, and Learning for College Success

Abstract

Using descriptive and regression discontinuity approaches we estimate the long-term effects of reclassification into English proficiency at the K-12 and postsecondary level, using data from a Large Urban School District (LUSD) and a Large Urban Community College District (LUCCD) in California. We ask: 1) Are there differences in the effectiveness of placement decisions in developmental English for English Learners compared to native English speakers?; 2) If there are differences, does placement effectiveness vary by previous EL re-classification and college readiness status? Results indicate a substantial misalignment between the A&P policies and practices in developmental English and the LUCCD, with over 80% of the students placing below transfer level English courses despite over 95% passing the state college readiness exam.

Authors

• Tatiana Melguizo, University of Southern California

• Stella M. Flores, New York University

• Tim Carroll, New York University

• David Velasquez, University of Southern California