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The Effects of Placement Method on Multilingual Learner Success in Higher Education

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Title: The Effects of Placement Method on Multilingual Learner Success in Higher Education
Language: English
Authors: William Key (ORCID 0000-0003-3267-1952)
Source: TESOL Journal. 2024 15(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Grade Point Average, Student Placement, Community College Students, Mathematics Instruction, Multilingualism, English Language Learners, Comparative Analysis, Academic Achievement, English, Educational Practices
DOI: 10.1002/tesj.835
ISSN: 1056-7941
1949-3533
Abstract: In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott-Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self-reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott-Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self-reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450672
Database: ERIC
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  Data: The Effects of Placement Method on Multilingual Learner Success in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22William+Key%22">William Key</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3267-1952">0000-0003-3267-1952</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2024 15(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 23
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  Data: 2024
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 10.1002/tesj.835
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  Data: In the United States, many actors are pushing for the use of grade point average (GPA) as the main placement tool for gatekeeper math and English courses for community college students (Quarles, 2022; Scott-Clayton, 2018; Turk, 2017). One community college system (pseudonymously, SXCC) in a New England state has begun placing students in initial math and English classes based on self-reported GPA. There have been studies on the effects of placement changes of this type (Belfield & Crosta, 2012; Hodara & Cox, 2016; Ngo & Kwon, 2014; Scott-Clayton, 2012). However, studies have not included the effects of these changes on multilingual learners (MLLs).Using a census of every MLL placed in SXCC in the summer and fall of 2020 and the spring of 2021 (N = 12,603), a MANOVA found that MLL students in the SXCC system who were placed using previous placement methods had a higher overall GPA than students placed using self-reported GPA (M = 3.32, SD = 0.740; M = 2.01, SD = 1.27, respectively) and had higher satisfactory academic progress (SAP) (M = 102.98, SD = 51.52; M = 57.66, SD = 55.53, respectively), and took longer to enroll in English 101 (M = 5.11, SD = 3.55; M = 2.36, SD = 1.76, respectively).
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Student Placement
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      – SubjectFull: Community College Students
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      – SubjectFull: Educational Practices
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