Community colleges play a central yet often constrained role in delivering AE ESL programming that may be especially useful in connecting learners to further workforce training and academic pathways. This report examines this role and the relevance of federal policy for AE ESL programming and practice. Findings are based on a targeted review of relevant literature as well as interviews the authors conducted with experts in AE ESL to identify pressing policy issues and to better understand the distinct role that community colleges play in delivering AE ESL programming.
The report begins by describing MLs enrolled in community college AE ESL programs and how these programs function within the federal AE policy landscape, including how recent administration priorities may affect programming. Then, drawing on interview data, the report discusses the strengths and limitations of community colleges as AE ESL providers and, in particular, how federal guidance and aims are taken up and interpreted by local AE ESL providers. Findings point to policy opportunities at the federal, state, and institutional level—and to the role that community colleges, in particular, can play—in improving AE ESL program access and outcomes.