Community Colleges as Providers of Adult Education ESL: The Role of Federal Policy
Based on a review of relevant literature and interviews with experts and administrators, this report discusses how federal policy aims are addressed by AE ESL providers and the distinct role that community colleges play in delivering AE ESL programming.
The Causal Effects of Federal Work-Study Offers on College Enrollment and Program Participation
Using administrative data tracking Federal Work Study (FWS) offers, enrollment, and participation from the date of application, this working paper studies the causal impacts of receiving an FWS offer at a large public college system, including both two- and four-year campuses.
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.