Education Commons^™

The Most Important Voices In The Room: Understanding The Academic Needs Of Us-Educated Latino English Learners In Higher Education, Lisa Davenport

Electronic Theses, Projects, and Dissertations

US-educated English learners (US-ELs) immigrated to the United States as children and enrolled in school where they began learning English. Ultimately, they graduate from high school, and the majority of those wishing to continue in higher education begin in community college. These students face tremendous barriers and have lower rates of access to and completion of higher education than English monolingual students.

The study examines the transitions of US-ELs from high school to community college in the years since the implementation of California Assembly Bills 705 and 1705 and the COVID-19 pandemic. The researcher used three theoretical frameworks – LatCrit, …

“Now Let Us Shift”: A Case Study Of Developmental Education Reform In A Hispanic Serving Community College, Audrey Marie Baca

Electronic Theses, Projects, and Dissertations

Background: Latina/o/x students who persist to college are likely to enter through community college (Contreras & Contreras, 2018) and until the enactment of California Assembly Bill 705, would have been susceptible to placement in developmental education courses (Rodriguez, Cuellar Mejia, & Johnson, 2018). The implementation of AB 705 shifted the requirements for new student placement in all 115 California Community Colleges. With compliance mandated by Fall 2019, the law required colleges to "maximize the probability" that entering students enroll and complete transfer-level English or mathematics within a one-year timeframe and within a three-year timeframe for students enrolled in English …