[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598163-105":59,"doc-detail-598163-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","leaps-of-faith-cuyamaca-colleges-esl-boost-program","Leaps of Faith: Cuyamaca College’s ESL “BOOST” Program","","Motivations, obstacles, and measurable outcomes behind Cuyamaca College’s ESL Department transforming a traditional, lock-step curriculum into an accelerated “BOOST” model are examined. Under AB705 requirements limiting progression to six semesters, the program responds to concerns about time, standards, difficulty, and essential skill coverage. The article argues that earlier prerequisite stacking functioned to “weed out” underrepresented multilingual learners, and describes the redesigned sequence that improves transfer-level success and writing quality.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leaps-of-faith-cuyamaca-colleges-esl-boost-program/598163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leaps-of-faith-cuyamaca-colleges-esl-boost-program/598163.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem is AB705 creating for ESL programs?","Question",{"text":111,"@type":112},"AB705 pressures programs to ensure students complete transfer-level English within no more than six semesters, forcing major redesign for sequences that previously required six to eight ESL levels.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why did Cuyamaca College reconsider its traditional ESL pathway?",{"text":116,"@type":112},"The prerequisite chain added courses without producing sufficient progress, leading to student loss at each step; the article describes this as institutionalized inequity that eliminated chances for success.",{"name":118,"@type":109,"acceptedAnswer":119},"What key features define the new BOOST ESL program?",{"text":120,"@type":112},"The program replaces the traditional lock-step structure with a three-level accelerated sequence that can complete transfer-level English in about two to three years, along with core and optional companion classes.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598163,1792086404,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Leaps of Faith: Cuyamaca College’s ESL “BOOST” Program  \nThis article recounts some of the motivations, hurdles, and successes the Cuyamaca ESL Department in San Diego encountered while transforming its curriculum to an accelerated model. The college discovered that the new program, while challenging, increased the success and rate of passing among its language learners and improved the quality of their writing in ways even the implementers did not expect. The concerns, philosophy, and results behind Cuyamaca’s move away from traditional ESL classes are examined.  \nAB705  \nToday, California English as a Second Language programs are in a rush to comply with the new law AB705 . Everyone must somehow ensure that students take no more than six semesters to pass a transfer-level English class. For many programs that had six to eight levels of ESL, this is a sudden—and very tall—order. Fortunately for those of us at Cuyamaca College in San Diego, circumstances led us to make the necessary changes ahead of the new law, which provides us a chance to share the path we took and the adjustments we made that now position us to align with the new requirements.  \nSeveral years ago, those offering preparation courses at Cuyamaca College woke up to a disturbing recognition: We were part of a system that had developed to keep underrepresented students as long as possible from chances for success. It had never been planned and had not been our intended goal, of course. It evolved from the best intentions of dedicated educators wanting to serve students. When these students did not seem proficient enough in basic skills or language to do well in a course, another course was added as a prerequisite to “prepare” them. When even these courses did not produce as much progress as seemed appropriate, yet another course was added as preparation before that. And so on. And so on. What is more, the students required to take these classes by and large turned out to be from  \nThe CATESOL Journal 31.1 • 2019 • 101  \npoorer families, from immigrant families, from black families. And so on.  \nAs it turned out, for every course students were forced to take below those real target classes they wanted, chances to succeed were eliminated each step of the way. We lost students with every added level, both inside those levels and between those levels. This is a statistical certainty according to the Multiple Measures Assessment Project, a research organization that has studied student success in California community colleges for several years now. So our “underprepared students” were not in fact, being helped. They were being weeded out. That was how our community college worked. That was how almost every community college worked.  \nThe California Acceleration Project suggested a method to counter this institutionalized inequity, and we adopted it for the English as a Second Language sequence. We redesigned everything—the sequence, methodology, curriculum—and we called our Cuyamaca ESL model the “BOOST Program.”  \nWhat we had before looked like this (see Figure 1):  \n\n| ESL\u003Cbr>070 & 071 | ESL\u003Cbr>080 & 081 | ESL\u003Cbr>096 | ESL\u003Cbr>100 | ESL\u003Cbr>103 | ESL\u003Cbr>106 | ESL\u003Cbr>119 | ENGL\u003Cbr>120 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n\nFigure 1. Traditional pathway (Grade C or higher to progress) .  \nThe core classes listed in Figure 1 were combination writing/grammar courses. This was a lock-step system that required successful completion of bottom levels before progressing to the next levels. The courses 070 and 080 were the bottom two levels, and they were bridged with the required companion courses 071 and 081 respectively—six-unit, lower-level listening/speaking classes just like the reading/writing classes they were linked to. Starting from the bottom, a student could take four years or more to complete his or her English acquisition program and complete a transferlevel English course. The transfer English course would come after successful completion of ESL 1","cbCaihuAdSHklrAK","https://ap.wps.com/l/cbCaihuAdSHklrAK","pdf",493092,15,"English","# AB705\n## Traditional pathway and curriculum lock-step\n## Cuyamaca BOOST ESL Program redesign\n## New Curriculum: Pacing Options","[{\"question\":\"What problem is AB705 creating for ESL programs?\",\"answer\":\"AB705 pressures programs to ensure students complete transfer-level English within no more than six semesters, forcing major redesign for sequences that previously required six to eight ESL levels.\"},{\"question\":\"Why did Cuyamaca College reconsider its traditional ESL pathway?\",\"answer\":\"The prerequisite chain added courses without producing sufficient progress, leading to student loss at each step; the article describes this as institutionalized inequity that eliminated chances for success.\"},{\"question\":\"What key features define the new BOOST ESL program?\",\"answer\":\"The program replaces the traditional lock-step structure with a three-level accelerated sequence that can complete transfer-level English in about two to three years, along with core and optional companion classes.\"}]","Leaps of Faith: Cuyamaca College’s ESL “BOOST” Program | PDF",38]