Lost in the Transition
The Cost of College-Readiness English Standards Misalignment for Students Initially Classified as English Learners
Bibliographic Data
| ID | 9008395 |
|---|---|
| Authors | Tatiana Melguizo (University of Southern California Rossier School of Education, Los Angeles, California, USA, corresponding author), Stella M Flores (New York University), Stella Flores (New York University Steinhardt School of Culture, Education, and Human Development, New York, New York, USA), David Velásquez (0000-0002-1516-4572, University of Southern California Rossier School of Education, Los Angeles, California, USA), Tim Carroll (0000-0003-2892-7855, New York University Steinhardt School of Culture, Education, and Human Development, New York, New York, USA) |
| Year | 2021 |
| Volume | 92 |
| Issue | 5 |
| Pages | 815-846 |
| Publication date | 2021-04-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2021.1888634 |
| OpenAlex | W3152739187 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
Using linked, individual-level data from a large metropolitan K-12 district and a large urban community college district in California, we examine whether indicators of college-readiness for graduating high school students who were initially classified as English Learners (ELs) are honored in community college course placement. In particular, we explore (1) whether there is misalignment in course assignment levels among former EL students between the K-12 and community college sector based on high school readiness metrics; and (2) if misalignment exists, we investigate its extent among various levels and identities of EL students. We employ an integrated capitals and funds of knowledge framework to emphasize students’ assets in the form of resources, knowledge, and skills while also acknowledging the role of education systems in reproducing social inequities. We find that along with students who speak Spanish at home, Latina/o, and Black students, former ELs who met college-readiness standards experienced the highest levels of inter-sector English misalignment (over 75%). Our results show a negative association between experiencing inter-sector misalignment and college credit accumulation. After controlling for course placement, background, and academic characteristics our analysis suggests that despite facing higher levels of inter-sector misalignment relative to other students, former ELs manage to accumulate five to six more transferable degree units than their monolingual English-speaking peers. The findings suggest a need for even greater inter-sector communication and accountability between legislators, K-12, and postsecondary leaders to ensure that state-level college-readiness standards are properly defined and consistently used in the transition from high school to college
Accountability · Business · Community college · Economic growth · Economics · Geography · Higher education · Mathematics education · Medical education · Metropolitan area · Pedagogy · Political science · Public relations · Higher Education Research Studies · Medicine · Multilingual Education and Policy · Psychology · School Choice and Performance
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |