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Abstract
Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
Publication Date
7-2020
Disciplines
Academic Advising | Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Secondary Education
Included in
Academic Advising Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Secondary Education Commons
Recommended Citation for Full Report
Murillo, M. A., & Lavadenz, M. (2020). Examining English learners’ college readiness and postsecondary enrollment in California [Educational Policy Brief No. 8]. Loyola Marymount University Center for Equity for English Learners. 10.15365/ceel.policy.8