Co-Principal Investigator: Bunch, George

Purpose: Multilingual learners (ML)—commonly referred to as English learners or ELs—constitute a large and growing segment of the postsecondary student population, yet research on their educational experiences is sparse, especially at the community college level. This study aimed to address this knowledge gap by exploring how community college institutional policies and practices influence the experiences and trajectories of MLs enrolled at the City Colleges of Chicago (CCC). The researchers focused on factors that may influence the experiences and outcomes of MLs. These factors included those operating at the division level (namely the adult education and the credit divisions) and institution level, such as enrollment and assessment policies or the provision of student support services. This work aimed to provide a foundation for the development of interventions designed to improve the success of community college ML students.

Project Activities: This mixed-methods study combined field studies with faculty, administrators, staff, and students; a survey of current community college students with and without English as a Second Language (ESL) course enrollments; and descriptive quantitative analysis of student academic records. The researchers examined district and institutional policies and practices and how they affected MLs as they enrolled in, took courses through, and transitioned from adult education programs. The team also documented and analyzed institutional resources available to students, with a focus on those resources of potential value to MLs (e.g., bilingual learning community, undocumented-student services, and adult education career bridge programs). The researchers administered an online student survey to a sample of adult education and credit students in order to gather and compare data on students' personal and academic backgrounds, life circumstances, academic activities and goals, and knowledge and use of college services. Lastly, the project team conducted descriptive analyses of ten years of administrative data to examine trends in student characteristics; initial assessment and enrollment patterns in adult education ESL; and, preliminarily, adult education ESL course sequence persistence and progression.

Key Outcomes: This section will be updated when key outcomes from this project are published.

Structured Abstract

Setting: The project took place at the City Colleges of Chicago, a seven-college community college district located in Chicago, Illinois.

Sample: The samples for the research analyses were as follows. The field study recruited 31 administrators, 10 staff, 27 instructors, and 30 students across adult education and credit divisions to participate in interviews and focus groups at four of the seven City Colleges. The student survey sample consisted of 962 adult education and credit students from all seven colleges who completed the survey in spring and summer of 2021. The quantitative data analysis sample includes students who enrolled in adult education and credit programs between 2010 and 2020. The total sample of students is 904,878, including 302,230 enrolled in adult education and 602,648 enrolled in credit programs. The initial descriptive analyses focused on a subsample of first-time fall enrollees during these 10 academic years, totaling 225,806 students.

Factors: In this study, the researchers explored institutional policies and practices that shape the college experiences and outcomes of the diverse group of MLs that enroll in community college adult education and credit programs. Specifically, the team looked closely at policies and practices that govern course and program enrollment, structure (such as number and sequence of courses), content (such as curricular and pedagogical guidelines), and supplemental academic and other support services.

Research Design and Methods: This mixed-methods study combined field studies with faculty, administrators, staff, and students; a survey of current community college students with and without English as a Second Language (ESL) course enrollments; and descriptive quantitative analysis of student academic records. In the field research, the researchers examined district and institutional policies and practices and how they affected MLs as they enrolled in, took courses, and transitioned from adult education programs. The team also documented and analyzed institutional resources available to students, with a focus on those resources of potential value to MLs (e.g., bilingual learning community, undocumented student services, and adult education career bridge programs). The survey research entailed the researchers administering an online student survey to a sample of adult education and credit students in order to gather and compare data on students' personal and academic backgrounds, life circumstances, academic activities and goals, and knowledge and use of college services. The analysis consisted of running frequencies and correlations. The descriptive analyses of 10 years of administrative data examined trends in student characteristics, initial assessment and enrollment patterns in adult education ESL, and preliminarily adult education ESL course sequence persistence and progression.

Control Condition: There was no control condition given the nature of this research. However, the researchers compared outcomes for various subgroups.

Key Measures: The measured outcomes of the descriptive analyses were adult education initial placement and enrollment, average terms enrolled, and average English as a Second Language (ESL) level gains.

Data Analytic Strategy: For the qualitative analysis, the researchers completed a multi-step coding and analysis process for all of the interview and focus group data using the Dedoose qualitative analysis software. The team used a structural coding methodology to complete the first phase of coding and then completed a second phase in which coded data was queried and memos were completed based on different topics of inquiry and in preparation for the final report. The first phase entailed applying a content-based or conceptual phrase based on a topic of inquiry that related to the specific project research questions or interview questions. Codes included topics or themes such as institutional pathways, MLs' own goals, ML demographics, defining MLs, course goals, and adult education to credit transition. As part of the second phase, memos were created using the queried excerpts as a means of summarizing emergent themes and questions in the data. Analytical memos summarizing key takeaways from the different topics of inquiry were produced. For the survey analysis and the descriptive analysis of the administrative data, the researchers ran frequencies and select correlations to explore relationships between student characteristics and reported academic behaviors for the survey data only.

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Project Website: https://ccrc.tc.columbia.edu/research-project/experiences-outcomes-english-learners-community-college.html

Additional Online Resources and Information:

• CCRC Guest Blog. Andrews, O. S., and Marron, D. S. (2022, June 13). Opening the Dual Enrollment Door Wider for English Learners: A Case Study From Maryland.
• CCRC Blog. Raufman, J. (2019, July 22). Shining a Light on the Growing Population of English Learners.

Select Publications:

Inside IES Research Blog.

Edgecombe, N., and Bunch, G. (2023, April 28). Research to Inform Stronger Adult Education ESL Policy and Practice. Inside IES Research.