Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study

Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who are English language learners (ELLs) with access to postsecondary education. Researchers have noted that English as a second language (ESL) courses have been the primary form of support provided by institutions to foster the college persistence and success of ELLs. Nevertheless, despite their importance, little is known about the extent to which participants who engage in postsecondary ESL programs are likely to succeed in college. Therefore, the purpose of this study is to analyze quantitative administrative data and use qualitative data to examine how ELLs seeking postsecondary education acquire the knowledge, skills, and abilities they need to be successful in college programs. It does so by exploring the role of two ESL pathways at a Large Urban Community College System (LUCCS): (1) the English Language Immersion Program (ELIP) and (2) the traditional ESL sequence. In the quantitative phase of the study, I use a propensity score matching approach together with a large administrative dataset to examine the effects of ESL pathways on ELLs college English enrollment and performance, credit accumulation, and college progression and degree outcomes. I find no evidence that participation in ELIP versus traditional ESL leads to significant impacts on college English enrollment and performance within three and five years. I also find consistent evidence that students who participate in ELIP versus traditional ESL earn fewer college level credits, but they also earn significantly fewer equated credits over three and five years--suggesting they spend less time on remedial coursework. Results also indicate that ELIP participants are more likely to persist and less likely to drop out, but there is no effect on graduation and/or transfer within three and five years. Finally, results indicate that males, younger students (age 23 and younger), and foreign-born, U.S. educated (generation 1.5) students experience less negative impacts on college credits and more positive impacts on several of the longer term outcomes. Next, qualitative methods were used to help explain the quantitative results. In particular, interviews and focus groups were conducted to explore with program instructors, staff, and students' their perceptions of their engagement in ELIP and traditional ESL and its respective role in students' success in college programs. Findings suggest that null impacts on college English enrollment and performance could be explained by the finding that both ESL pathways emphasize the acquisition similar skills and employ parallel instructional approaches to help students acquire these skills. Findings also suggest that negative impacts on college credit completion may be due to the programs' respective college enrollment experience. The structure and length of the traditional ESL sequence helps explain negative results for equated credits. Differences in persistence and drop out as well as differences for subgroups are found to be partially explained by the activities and interactions that are fostered by a high intensity program. This study provides suggestive evidence that the ESL pathway taken by degree-seeking students at LUCCS has important implications for their college outcomes. It also suggests that there exist heterogeneous impacts by gender, age, and immigrant status. ESL program staff and college administrators can use these findings to explore strategies that will better support ELL student success

Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study

Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who are English language learners (ELLs) with access to postsecondary education. Researchers have noted that English as a second language (ESL) courses have been the primary form of support provided by institutions to foster the college persistence and success of ELLs. Nevertheless, despite their importance, little is known about the extent to which participants who engage in postsecondary ESL programs are likely to succeed in college. Therefore, the purpose of this study is to analyze quantitative administrative data and use qualitative data to examine how ELLs seeking postsecondary education acquire the knowledge, skills, and abilities they need to be successful in college programs. It does so by exploring the role of two ESL pathways at a Large Urban Community College System (LUCCS): (1) the English Language Immersion Program (ELIP) and (2) the traditional ESL sequence. In the quantitative phase of the study, I use a propensity score matching approach together with a large administrative dataset to examine the effects of ESL pathways on ELLs college English enrollment and performance, credit accumulation, and college progression and degree outcomes. I find no evidence that participation in ELIP versus traditional ESL leads to significant impacts on college English enrollment and performance within three and five years. I also find consistent evidence that students who participate in ELIP versus traditional ESL earn fewer college level credits, but they also earn significantly fewer equated credits over three and five years--suggesting they spend less time on remedial coursework. Results also indicate that ELIP participants are more likely to persist and less likely to drop out, but there is no effect on graduation and/or transfer within three and five years. Finally, results indicate that males, younger students (age 23 and younger), and foreign-born, U.S. educated (generation 1.5) students experience less negative impacts on college credits and more positive impacts on several of the longer term outcomes. Next, qualitative methods were used to help explain the quantitative results. In particular, interviews and focus groups were conducted to explore with program instructors, staff, and students' their perceptions of their engagement in ELIP and traditional ESL and its respective role in students' success in college programs. Findings suggest that null impacts on college English enrollment and performance could be explained by the finding that both ESL pathways emphasize the acquisition similar skills and employ parallel instructional approaches to help students acquire these skills. Findings also suggest that negative impacts on college credit completion may be due to the programs' respective college enrollment experience. The structure and length of the traditional ESL sequence helps explain negative results for equated credits. Differences in persistence and drop out as well as differences for subgroups are found to be partially explained by the activities and interactions that are fostered by a high intensity program. This study provides suggestive evidence that the ESL pathway taken by degree-seeking students at LUCCS has important implications for their college outcomes. It also suggests that there exist heterogeneous impacts by gender, age, and immigrant status. ESL program staff and college administrators can use these findings to explore strategies that will better support ELL student success

Inflation dynamics and dual inflation in accession countries: a 'New Keynesian' perspective

This paper examines inflation dynamics in the current EU-accession countries in central and eastern Europe, focusing particularly on the determinants of 'dual inflation', that is, diverging inflation rates for tradable and non-tradable goods. The paper draws on the recently published data for the Harmonized Index of Consumer Prices (HICP) of the Accession countries and, indeed, finds evidence of ' dual inflation' in these economies. To test empirically for underlying determinants, the paper borrows from the recently developed New Phillips curve literature. Overall, domestic factors have systematically a stronger impact upon non-tradable goods inflation whereas international factors have a stronger impact over tradable goods. Furthermore, the results point to the possibly very different effects of exchange rate regimes over tradable and non-tradable goods inflation. On the whole, the findings suggest that the Balassa-Samuelson effect is not a prominent factor behind the current 'experience' of dual inflation in these countries. JEL Classification: E31, E58, F41, P24

Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs

A three-year study tracking outcomes for thousands of students across California shows that careerfocused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Programs of this type, which allow high school students to take college courses and earn college credit, were once offered almost exclusively to high-achieving students seeking greater academic challenge

Presidential Elections of 1934 in Colombia and Mexico

This chapter reflects upon the 1934 electoral processes of Colombia and Mexico, after which presidents Alfonso López Pumarejo and Lázaro Cárdenas, respectively, were elected. They both designed social government programs, with the aim of improving the living conditions of the population. From the electoral history, a historiographical and documental review was carried out, which allowed for a better understanding of the political dynamics of the two candidates in distinct settings, but both with political projects oriented toward aiding the most vulnerable. This allowed a view of how their government programs were perceived during the electoral campaigns and what brought about the favorable results which made Alfonso López the president of Colombia and Lázaro Cárdenas the president of Mexico

Regional Impacts of non-R&D Innovation Expenditures across the EU Regions: Simulation Results Using the Rhomolo CGE Model

In the EU, a sizable part of innovation is attributed to the activities other than R&D such as purchases of advanced machinery, licenses, patents and minor modifications in products or processes. These non-R&D innovation activities receive substantial funding from the European cohesion policy (ECP). In this paper we applied the dynamic spatial computable general equilibrium model RHOMOLO to evaluate the ex-ante short and long run economic impacts of 2014-2023 non-R&D innovation subsidies allocated to the EU27 NUTS2 regions. The results of computer simulations show that the most notable welfare improvements (GDP, production and household consumption) were observed in the Eastern EU regions that receive the largest share of funding. Such outcome is in line with the goals of the European Cohesion Policy of stimulating economic convergence of the least developed regions. As was expected, the magnitude of macroeconomic impacts positively correlates with the amount of non-R&D subsidies allotted to the regions.JRC.J.2-Knowledge for Growt

The effectiveness of U.S. military intervention on Ebola depends on the government’s will and vision to direct vast military resources towards a public health response

Last month, the U.S, launched Operation United Assistance, consisting of 3,000 troops deployed to West Africa in order to tackle the spread of Ebola in that region. Sharon Abramowitz, Olga Rodriguez, and Greig Arendt look at whether or not U.S. military intervention is a good or a bad thing. They write that the U.S. military should learn from its mistakes in previous disaster response relief operations, such as in Haiti, and ensure that it operates an effective chain of command, communications, transport, and maintains food security in the region. They argue that a worst case scenario can still be avoided if the U.S. military pursues a population based strategy that diffuses resources and skills throughout the effected centres

Carbon materials as template for the preparation of mixed oxides with controlled morphology

Resumen del libro de actas del Congreso: 5th Czech-Italian-Spanish Conference on Molecular Sieves and Catalysis, celebrado en Segovia del 16 al 19 de junio de 2013Bulk mixed oxide catalysts are widely used for many applications, such as catalysts for selective oxidation processes, electrocatalysts for fuel cells, gas sensors, and solid oxide electrolysers for the production of hydrogen. VPO (vanadium and phosphorous oxides) are one of the bulk mixed oxide materials which are of interest nowadays since they are active catalysts for saturated hydrocarbon activation. With the conventional synthesis procedures for preparing bulk mixed oxides is really difficult to control the morphology and the porous structure of these materials. In practice, there are just a few works about the synthesis of mixed oxide materials with controlled morphology. The aim of this work was to describe new approaches for the preparation of VPO mixed oxides materials with spherical morphology. A carbon material was prepared using cellulose as starting material by hydrothermal treatment with phosphoric acid at 200ºC and carbonized at 500ºC. SEM analysis showed that carbon spheres with diameter up to 0.5 m were prepared by this procedure. These phosphorous containing carbon material was impregnated with the appropriate amount of vanadium oxide species in order to obtain a monolayer of VOx species on the surface of the carbon materials following a procedure described previously (1). By this manner, a carbon supported VOx material with spherical morphology was obtained (VPO/Csph). The calcination of this material was optimized in order to obtain VPO spheres with diameter up to 1-2 m and with BET area values close to 100 m2/g. Figure 1 shows a SEM image of this sample (VPOsph). The presence of vanadium pyrophosphate phase, which has been described as the active phase of this catalytic system, was identified by XRD and Raman spectroscopy. Thus, the chemical composition as well as the morphology and porous structure of these new spherical materials makes them quite promising as catalysts