Retention, Persistence, Success: Where Do Basic Skills and ESL Students Fit in Current Accountability Models?
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| Title: | Retention, Persistence, Success: Where Do Basic Skills and ESL Students Fit in Current Accountability Models? |
|---|---|
| Language: | English |
| Authors: | Thomas-Spiegel, Joan, Patthey-Chavez, Genevieve, Dillon, Paul |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1999 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Academic Persistence, Access to Education, Accountability, Basic Skills, Community Colleges, English (Second Language), Language Skills, Outcomes of Education, School Effectiveness, Student Characteristics, Student Educational Objectives, Two Year Colleges |
| Geographic Terms: | California |
| Abstract: | Two California community colleges provided comparison data for a pilot study comparing basic skills and English as a Second Language (ESL) students in their progression through college English courses. The two colleges have different ESL populations, as well as different non-ESL populations. On the basis of demographic information and the complete transcript records from the district student information system, the authors assembled sets of basic skills student cohort databases. Using an SAS-based student tracking and research system, they investigated fundamental research questions about basic skills and ESL students: (1) Who are basic skills and ESL students? Are there clearly identifiable demographic and enrollment sub-group differences among them?; and (2) How do outcomes in basic skills courses affect the student pathways through the community college's English programs? The authors discuss the results of the pilot studies, as well as the tracking system and its applicability to institutional research. They developed a clearer picture of the different types of basic skills students, their academic aspirations, the barriers they face, what they actually accomplish, and how they go about it. They examined whether, and to what extent, basic skills instruction is a pathway to higher education for a large and growing number of community college students. (VWC) |
| Entry Date: | 2000 |
| Accession Number: | ED438005 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED438005 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED438005 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Retention, Persistence, Success: Where Do Basic Skills and ESL Students Fit in Current Accountability Models? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thomas-Spiegel%2C+Joan%22">Thomas-Spiegel, Joan</searchLink><br /><searchLink fieldCode="AR" term="%22Patthey-Chavez%2C+Genevieve%22">Patthey-Chavez, Genevieve</searchLink><br /><searchLink fieldCode="AR" term="%22Dillon%2C+Paul%22">Dillon, Paul</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 1999 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Two California community colleges provided comparison data for a pilot study comparing basic skills and English as a Second Language (ESL) students in their progression through college English courses. The two colleges have different ESL populations, as well as different non-ESL populations. On the basis of demographic information and the complete transcript records from the district student information system, the authors assembled sets of basic skills student cohort databases. Using an SAS-based student tracking and research system, they investigated fundamental research questions about basic skills and ESL students: (1) Who are basic skills and ESL students? Are there clearly identifiable demographic and enrollment sub-group differences among them?; and (2) How do outcomes in basic skills courses affect the student pathways through the community college's English programs? The authors discuss the results of the pilot studies, as well as the tracking system and its applicability to institutional research. They developed a clearer picture of the different types of basic skills students, their academic aspirations, the barriers they face, what they actually accomplish, and how they go about it. They examined whether, and to what extent, basic skills instruction is a pathway to higher education for a large and growing number of community college students. (VWC) – Name: DateEntry Label: Entry Date Group: Date Data: 2000 – Name: AN Label: Accession Number Group: ID Data: ED438005 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED438005 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Academic Persistence Type: general – SubjectFull: Access to Education Type: general – SubjectFull: Accountability Type: general – SubjectFull: Basic Skills Type: general – SubjectFull: Community Colleges Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Language Skills Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: School Effectiveness Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Student Educational Objectives Type: general – SubjectFull: Two Year Colleges Type: general – SubjectFull: California Type: general Titles: – TitleFull: Retention, Persistence, Success: Where Do Basic Skills and ESL Students Fit in Current Accountability Models? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thomas-Spiegel, Joan – PersonEntity: Name: NameFull: Patthey-Chavez, Genevieve – PersonEntity: Name: NameFull: Dillon, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 1999 |
| ResultId | 1 |
