The effects of placement method on multilingual learner success in higher education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2024-05-02 DOI:10.1002/tesj.835

William Key

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引用次数: 0

Abstract

In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott‐Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self‐reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott‐Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self‐reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively).

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分班方法对多语种学生在高等教育中取得成功的影响

在美国，许多行为者都在推动将平均学分绩点（GPA）作为社区学院学生数学和英语课程的主要分班工具（Quarles，2022；Scott-Clayton，2018；Turk，2017）。新英格兰某州的一所社区学院系统（化名为 SXCC）已开始根据自我报告的 GPA 为学生安排数学和英语的初始课程。已有关于此类分班变化效果的研究（Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott-Clayton, 2012）。通过对 2020 年夏秋季和 2021 年春季在 SXCC 就读的所有 MLL（N = 12,603）进行普查，MANOVA 发现，在 SXCC 体系中，使用以前安置方法安置的 MLL 学生的总体 GPA 比使用自我报告 GPA 安置的学生高（M = 3.32，SD = 0.740；M = 2.01，SD = 1.27），有更高的令人满意的学业进展（SAP）（分别为 M = 102.98，SD = 51.52；M = 57.66，SD = 55.53），并且注册英语 101 课程的时间更长（分别为 M = 5.11，SD = 3.55；M = 2.36，SD = 1.76）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.