ESL Student Transition V11 - San Diego Community
December 2012
PurposeOverarching CE and College Goals Thepurposethis studyofisCEto provideinformationthat will helpfacilitatethecreditIncreasetheofnumberESL studentsthat transitionto theSDCCDdevelopment of recruitment, retention and success strategies for noncredit ESLcolleges.gstudentst d t ttransitioningiti i iintot collegellcreditdit ESL/EESL/Englishli h courses. Prepare and advise CE ESL students to enter credit at ESL level 30 or above.Group of Interest Ensure that CE ESL students are prepared well enough to succeed at the levelStudents that they are fromplacedand to ESLmakeacademic Educationprogressprogress. to credit ESL or English at City, Transitionnoncreditat ContinuingMesa or Miramar College.Focusof Study Attended8 or more hours of noncredit ESL within the immediate year prior to enrollingEnrollment,placement,and outcomes of recent noncredit ESL transitionin creditESL/English.ESL/English Arefirst‐timecollegeintostudentsas partcreditof fivecollegescohort years:2007/08– 2011/12.studentsas creditthey enterthe SDCCDbetween2007/08and2011/12.Focusof Study The focus of the studyy is on enrollment,, pplacement,, and outcomes of noncredit TransitionStudentsstudentsas theytrackedRecentinto mentare examinedassesscreditpreparedness patternsStudentsfromCEESL/EnglishESL courseswho transitionto an toSDCCDcollege atforcreditentry,andwithincredit ESL/Englishsuccessare examinedstudentCEthe firsttimeone year ofenrollmentscompletingandeightor morehours inasa givenoutcomes.tterm.2
Purpose1. How many CE students transition to the credit colleges for the first The purpose of this study is to provide information that will help facilitate thetime? Howmany are recentnoncreditESLtransitionstudents?developmentof recruitment,retentionand successstrategiesfor noncreditESLstudentst d t ttransitioningiti i iintot collegellcreditdit ESL/EESL/Englishli h courses.2. At which placement levels are recent noncredit ESL transitionGroup of Intereststudents entering credit ESL/English?Students that Transition from noncredit ESL at Continuing Education to credit ESL or English at City,3.MesaWhatwere thehighest CE ESL course levels recent noncredit ESLor MiramarCollege. Attended8 or morehours achievedof noncreditbeforeESL withinthe immediatetransitionstudentsenteringcredit?year prior toenrolling in credit ESL/English.ESL/English Are first‐time credit college students as part of five cohort years: 2007/08 – 2011/12.4. How successful are recent noncredit ESL transition students inFocuscredit?of Study The focus of the studyy is on enrollment,, pplacement,, and outcomes of noncredit ESLstudents as they are tracked into credit ESL/English. Noncredit ESL course‐takingpatterns and credit ESL/English placement are examined to assess preparedness atcredit entry, and credit ESL/English enrollments and success are examined as studentoutcomes.t3
How many CE studentstransition to the creditcollegeg for the first time?2007/08 - 2011/12
Over five years,10,02810 028 studentsenrolled in CEcourses and thentransitioned to oneof the SDCCD creditcolleges for thefirst time (4,898 atCity; 3,686 atMesa; 2,296 atMiramar).10,028 Noncredit TransitionStudents5
Over five years,3,3143 314 studentsfrom CE coursestransitioned to anSDCCD creditcollege for the firsttime within oneyear of completingeight or morehours in a given CEterm (1,601 atCity; 1,309 atMesa; 687 atMiramar).10,028 Noncredit TransitionStudents3,314 NoncreditTransition Students(within 1 year of completing8 attendance hours) Overall, about 22%off the 3,314,recentnoncredittransition studentsalso remainedenrolled in CEcourses duringtheir first creditterm at the SDCCDcredit collegescolleges.6
Over five years,1,0401 040 students fromCE ESL coursestransitioned to anSDCCD creditcollege for the firsttime within oneyear of completingeight or more hoursin a given CE term(368 at City; 409 atMesa; 358 atMiramar).10,028 Noncredit TransitionStudents3,3143314 NNoncreditditTransition Students(within 1 year of completing 8 attendance hours)1,040 RecentNoncredit ESLTransitionStudents(within 1 year ofcompleting 8 ESLattendance hours) Over half (58%) ofthe 1,040 recentnoncredit ESLtransition studentstook at least oneESOL class in theirfirst term, 14% tookat least one Englishclass, fewer than 1%took ESOL andEnglish classes, and27% did not take anESOL or English classclass.7
Purpose Thepurposepercentof this studyto provideinformationthat willstudentshelp facilitatetheForty‐fiveof theisrecentnoncreditESL transitionare Asian/Pacificdevelopmentof recruitment,retentionandsuccessfor noncreditESLIslander students,19% are White,17%areLatino,strategiesand 8% areAfrican American.studentscreditt d t transitioningtiti i intoi t collegelldit ESL/EnglishESL/E li h courses. About one third are 18 to 24 years of age, 26% are 30 to 39 years of age, and 17%Group of Interestare 25 to 29 years of age.Students that Transition from noncredit ESL at Continuing Education to credit ESL or English at City, MesaFifty‐sixpercent College.are first generation to college students.or Miramar Attended 8 or more hours of noncredit ESL within the immediate year prior to enrollingThe majoritydid ESL/English.not receive counseling and/or educational plan services in theirin creditESL/Englishfirstfirst‐timeterm at creditthe SDCCDcreditcolleges(67%). Arecollegestudentsas partof five cohort years: 2007/08 – 2011/12.Focus of Study Students’ top educational objectives are to obtain a BA/BS after completing their The focus of the studyy is on enrollment,, pplacement,, and outcomes of noncredit ESLAA/AS (32%)(32%), undecidedd id d (17%),(17%) andd basicb i skillskill improvementit (13%).(13%)students as they are tracked into credit ESL/English. Noncredit ESL course‐takingpatterns and credit ESL/English placement are examined to assess preparedness atcredit entry, and credit ESL/English enrollments and success are examined as studentoutcomes.t8
At which placement levelsare recent noncredit ESLttransitioniti studentst d t enteringt icredit ESL/English?2007/08 - 2011/12
Between 2007/08 and 2011/12, 70% (724 students) of the 1,040 recent noncredit ESLtransition students were recommended into an ESL or English course based on aplacement test in their first credit term,term and 30% (316 students) did not receive acourse recommendation or did not take a placement test in their first credit term. Among the 724 recent noncredit ESLtransition students who wererecommended into an ESL or Englishcourse basedb d on a placementlt ttest,t 46%(333 students) placed at or above ESLLevel 30, and 54% (391 students) placedbelow ESL Level 30.ESL/EnglishPlacementRecent Noncredit ESLTransition Students#%E li h PlEnglishPlacementt16122%ESL Level 40578%ESL Level 3011516%ESL LevelLl 2013218%ESL Level 1925936%Total Tested724100%10
Whatt were theWhth highesthi h t CEESL course levels recentnoncredit ESL transitionstudents achieved beforeentering credit?2007/08 - 2011/12
The 1,040 recent noncredit ESL transition students were measured at their highest CE ESLcourse level enrollment prior to transition. Over half had their highest enrollment in anadvanced ESL level course (56%; 578 students), and one‐third had their highest enrollment inan intermediate ESL level course (34%; 353 students)students). Among the 578 students who had their highest enrollment in an advanced ESL level course,nearly half placed at ESL Level 30 or above (46%), a quarter (24%) placed below Level ESLLevel 30,, and nearlyy one‐third ((29%)) did not have a recommended placementpat credit entry.y Among the 353 students who had their highest enrollment in an intermediate ESL levelcourse, only 15% placed at ESL Level 30 or above, over half placed below ESL Level 30 (54%),and nearly one‐third (31%) did not have a recommended placement at credit entry.ESL/EnglishPlacementEnglish PlacementESL Level 40ESL Level 30ESL Level 20ESL Level 19No Course PlacementTotal StudentsHighest Noncredit ESL Course EnrollmentBeginning Intermediate Advanced Multi-Level Total/Avg23%185%136 24% 515% 161 15%00%82%488%13%575%11%288%8314% 39%11511%11%4814% 7813% 515% 132 13%4458% 141 40% 6611% 824% 259 25%2837% 11031% 167 29% 1133% 316 30%76100% 353 100% 578 100% 33100% 1,040 100%12
How successful are recentnoncredit ESL transitionstudents in credit?2006/07 - 2011/12
Course retention and success rates were measured among the 1,040 recentnoncredit ESL transition students in their first term at the credit colleges. CourseretentionCt ti ratest were 92% among allll creditdit courses ttakenk andd 95%among ESL and English courses. Course success rates were 81% among all credit courses taken and 85%among ESL andd Englishl h courses.ESL & EnglishCourses OnlyAll CreditCoursesRetention Rate95%92%Success Rate85%81%Retention rate is the percentage of students who complete a course with a grade of A, B, C, D, F,P, NP, I, or RD out of total census enrollments. (Tutoring and cancelled classes are excluded.)Success rate is the percentage of students who complete a course with a grade of A, B, C, or P outof total census enrollments. (Tutoring, non‐credit, and cancelled classes are excluded.)14
Recent noncredit ESL transition students between 2006/07 to 2008/09 were trackedout four to six years from their first year at the credit colleges to determine thefollowing outcomes: 10% of the 2006/07‐2008/09 first year students (54 out of 554) received a degree orcertificate within four years, and 20% of the 2006/07 first year students (22 out of 112)received a degree or certificate within six years. 32% of the 2006/072006/07‐2008/092008/09 first year students (178 out of 554) completed 30 transferrable units within four years, and 37% of the 2006/07 first year students (41 out of112) completed 30 transferrable units within six years.// firstfyearystudents ((49 out off 554)) transferredfto a ffour‐yeary 9% off the 2006/07‐2008/09university within four years, and 19% of the 2006/07 first year students (21 out of 112)transferred to a four‐year university within six years.Degree/Certificate ConferredOutcome w/in Four Years Outcome w/in Six YearsAchieved % ofAchieved % ofC h tCohortCohortCh tOutcome CohortOutcome Cohort554541122220%10%Completion of 30 Transferrable Units 55417832%1124137%Transfer to a Four-YearFo r Year UniUniversityersit499%1122119%55415
research.sdccd.edu
Transition from noncredit ESL at Continuing Education to credit ESL or English at City, Mesa or Miramar College. Attended 8 or more hours of noncredit ESL within the immediate year prior to enrolling in credit ESL/English Fifty‐six percent are first generation to college students.
ESL Grammar Skills I Tracy Fung MW 10:40am-11:30am Concepcion Gonzalez De Gallegos (Ext 2272) ESL 13/ N ESL 913 72078 70035 ESL Grammar Skills II Laura Waterman MW 7:00pm-7:50pm Angeles Rodriguez (Ext 2272) ESL 14/ N ESL 914 70197 70029 ESL Grammar Skills III Heather Hosaka MW 9:30am-10:20am Concepcion Gonzalez De Gallegos (Ext 2272)
English as a Second Language, or ESL, is English Language instruction for non-native English speakers. Common ESL instructional services include general ESL, Talk Time conversation practice, conversation groups, vocational ESL, college and career readiness classes that prepare . Adult ESL students come from varying educational backgrounds .
college credit Esl classes » City College »Information Worker Mesa College » Miramar College ESL Transition to College Citizenship 2 Beginning ESL Computer Labs Grammar ESL DESTINATIONS Pathways from
development of recruitment, retention and success strategies for noncredit ESL students transitioning into college credit ESL/English courses. Group of Interest Students that Transition from noncredit ESL
for use across all stages and within any KLA. It is organised in a series of ‘steps’ which show the progressive development of English language skills, linked to both the ESL Scales and K–6 syllabus stages. STRUCTURE Teaching guides The ESL Steps: ESL Curriculum Framework K–6 is presented in four booklets or teaching guides. A teaching
7. New Carrollton Public Works Mr. Richard Robbins. 5. 200. 46 6016 Princess Garden Pkwy. Director of Public Works. New Carrollton, MD. 20784 301-577-1008. TYPE OF. UNDUPLICATED. INSTRUCTION COUNT OF STUDENTS. Basic Skills. low 13 high 16. ESL low level. ESL. low 63. high 9. Basic skills. low 2 high 13 ESL low 37 high 50. ESL high level. ESL .
Standard III: The ESL teacher understands the processes of first- and second -language acquisition and uses this knowledge to promote students' language development in English. Standard IV: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction.
SETTING UP AUTOCAD TO WORK WITH ARCHITECTURAL DRAFTING STYLE You will need to make some changes to AutoCAD to use it as a drafting tool for architectural drawings. AutoCAD “out-of-the-box” is set up primarily for mechanical drafting: drawing small parts for machinery using the metric system because that is the type of drafting is the most practiced in the world. However, making drawings of .
