April 13-16, 2023
Chicago, IL
Preparation for Postsecondary Education for Latinx Multilingual Learners in Chicago: Multiple Starting Points, Multiple Pathways
April 14, 2:50–4:20 PM CDT
Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom II
This session highlights how partnerships among researchers, practitioners, and policymakers are crucial for co-constructing agendas of consequence and interrogating inequitable practices among Latinx students and ELs. Panelists examine the different components of the Latinx and EL student trajectory from kindergarten through to postsecondary education and surface insights into policies and practices that facilitate and inhibit these transitions. Findings as well as current practices and policies presented in this session require researchers to consider how these student populations’ linguistic and academic needs are being addressed, and the kinds of supports that can more effectively facilitate these students’ academic and professional pathways.
Presenters
Julia Raufman, Research Associate, CCRC
Nikki Edgecombe, Senior Research Scholar, CCRC
George Bunch, Professor, University of California, Santa Cruz
Kylie Kenner, Lecturer and Assistant Project Scientist, University of California, Santa Cruz
Benjamin James, PhD Candidate, University of California, Santa Cruz
Rebecca Vonderlack-Navarro, Education Director, Latino Policy Forum
Erika Méndez, Associate Director of Education, Latino Policy Forum
Marisa de la Torre, Managing Director and Senior Research Associate, University of Chicago
Brittany Jackons-Kairis, Executive Director of Strategic Initiatives, Chicago City Colleges
Luis Narvaez, Associate Vice Chancellor for Adult Education, Chicago City Colleges
"Waiving" Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment Through Statewide Policy
April 16, 8:00-9:30 AM CDT
Sheraton Grand Chicago Riverwalk, Floor: Level 2, Arkansas
Each year more than a million high school students nationally take college dual enrollment (DE) courses, which have been shown to increase college access and success among participants. Yet racial and other equity gaps in DE participation are widespread. In an effort to broaden the benefits of DE, the state of Ohio passed legislation allowing waivers to test-based eligibility requirements—a frequently identified barrier to equitable access—for specific school-college partnerships providing expanded outreach and support for students underrepresented in the state’s DE program. This mixed methods study evaluates how these partnerships were implemented to intentionally address the needs of underrepresented students, as whether these partnerships were successful in broadening access to DE and success in DE, as measured by DE course pass rates and college matriculation after high school.
