Adult Education ESL in the United States: A Systematic Literature Review
Drawing on 107 sources, this paper discusses the backgrounds and experiences of students and instructors in adult education ESL programs as well as institutional practices, curriculum and pedagogy, and policy contexts relevant to the programs.
The Returns to Degree Completion at CUNY’s Community Colleges
Drawing on more than a decade of data, this report examines earnings returns for CUNY community college associate degree program entrants, showing substantial long-run gains from degree completion and distinguishing between terminal associate degree completion and pathways involving bachelor’s attainment.
Transitioning From ESL to Corequisite English Courses at CUNY
This report describes how placement processes, departmental structures, ESL course sequences, and instructional models at five CUNY community colleges shape learners’ access to and experiences in corequisite or standalone college-level English courses.
Supporting Multilingual Learners in Community Colleges: Lessons From City Colleges of Chicago
Based on findings from a study examining the policies and practices impacting multilingual learners (MLs) at City Colleges of Chicago, this report provides insights for community college practitioners and policymakers on the goals and backgrounds of MLs, their experiences, and promising approaches to serving this population.
Financing Community Colleges: Current Landscape and Future Directions
This book chapter describes how state funding formulas, enrollment declines, and federal recovery investments during the COVID-19 pandemic intersect to shape future prospects for community college revenues and spending patterns.