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Drawing on a three-year mixed-methods study across a seven-college district, the report analyzes student characteristics, initial placement and course enrollment, persistence and proficiency gains, and transitions into credit coursework and credentials. It also reviews instructional offerings and program supports that address language and literacy development under federal and state constraints.",{"@graph":69,"@context":122},[70,84,105],{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-multilingual-learners-in-community-colleges-lessons-from-city-colleges-of-chicago/584217/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-multilingual-learners-in-community-colleges-lessons-from-city-colleges-of-chicago/584217.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report study about multilingual learners in community colleges?","Question",{"text":112,"@type":113},"It explores policies and practices impacting multilingual learners at City Colleges of Chicago, focusing on characteristics, goals, and needs as well as instructional and support approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study uses a three-year mixed-methods design across the district’s seven colleges, including interviews and descriptive analyses of student and program factors.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas does the report analyze to assess student outcomes?",{"text":121,"@type":113},"It covers initial AE ESL placement and course enrollment, persistence in AE ESL, proficiency gains, transitions to credit coursework, and credential completion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584217,1792062509,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"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":143,"read_time":144,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","REPORT | FEBRUARY 2026  \nSupporting Multilingual Learners in Community Colleges:  \nLessons From City Colleges of Chicago  \nKylie A. Kenner | Julia Raufman | Benjamin M. James | Jorge Mahecha-Rodriguez | George C. Bunch  \nThe Community College Research Center (CCRC), Teachers College, Columbia University, has been a leader in the field of community college research and reform for 30 years. Our work provides a foundation for innovations in policy and practice that help give every community college student the best chance of success.  \nAcknowledgments  \nThe research reported here was supported by Ascendium Education Group and by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A190495 to Teachers College, Columbia University, with subawards to City Colleges of Chicago and the University of California, Santa Cruz. The opinions expressed are those of the authors and do not represent the views of Ascendium, the Institute, or the U.S. Department of Education.  \nThe authors wish to thank the students and staff who were interviewed as part of this research and were generous with their time during difficult circumstances. The authors would also like to extend gratitude to their City College of Chicago partners, including Mark Potter, Brittany Jackson Kairis, Luis Narvaez, Emily Anderson, and Juanita Buss. Thomas Brock, Nikki Edgecombe, Elizabeth Ganga, Meredith Larson, and Doug Slater provided valuable feedback on earlier drafts. Jessica Braithwaite, Amy Brown, Ariel Deutsch, Elizabeth Kopko, and Sarita Ore-Quispe provided important feedback and support for data collection. Nora Lang, Heather Schlaman, Lucia Alvarado Cantero, Alexis Roman, Gabriela Nuñez de la Torre, and Xittlali Trejo also played a valuable role in the data collection and analysis process. Amy Mazzariello edited the report, and Juliette Isaacs designed it.  \nAbout the Authors  \nKylie A. Kenner is a lecturer atthe University of California, Santa Cruz, and Cabrillo College and was a project scientist atthe University of California, Santa Cruz, during the writing of this report. Julia Raufman is a research associate at the Community College Research Center.  \nBenjamin M. James is an assistant professor of education at the University of Delaware and was a project scientist at the University of California, Santa Cruz, during the writing of this report. Jorge Mahecha-Rodriguez was a research associate at the Community College Research Center during the writing of this report.  \nGeorge C. Bunch is a professor of education at the University of California, Santa Cruz.  \nTable of Contents  \n1 Introduction  \n2 MLs in Community Colleges  \n4 Research Setting  \n4 CCC and the Racial and Ethnic Diversity of Chicago  \n6 CCC’s Academic Divisions  \n7 Method  \n7 Research Sites  \n8 Research Activities  \n9 Findings From Descriptive Analyses  \n10 Student Characteristics  \n11 Initial AE ESL Placement  \n12 Initial AE ESL Course Enrollment  \n13 Enrollment Persistence inAE ESL  \n14 AE ESL Proficiency Gains  \n14 AE ESL Students’ Transitions to Credit Coursework  \n14 AE ESL Credential Completion  \n15 Findings on Programs, Policies, and Practices for MLs Across the District  \n15 CCC aimed to support the language and literacy development of MLs through a variety of instructional offerings across the college.  \n16 The profound diversity of MLs across the college challenged instructors, administrators, and support staff to adapt their approaches.  \n19 The AE ESL program worked to promote students’ success within federal and state policy constraints.  \n23 Credit divisions were undertaking a range of small-scale efforts to support MLs in ESL and other programs.  \n26 Considerations for Policy and Practice  \n26 Better understand the characteristics, needs, and goals of MLs and use this knowledge to improve supports.  \n27 Make it easier for MLs to access relevant academic and nonacademic support services.  \n27 Equip a broader range of faculty and staff to support MLs’ po","cbCaiqhNAcZamGVm","https://ap.wps.com/l/cbCaiqhNAcZamGVm","pdf",989096,"English","# 1 Introduction\n# 2 MLs in Community Colleges\n# 4 Research Setting\n# 6 CCC’s Academic Divisions\n# 7 Method\n# 9 Findings From Descriptive Analyses\n# 15 Findings on Programs, Policies, and Practices for MLs Across the District\n# 26 Considerations for Policy and Practice\n# 28 Conclusion","[{\"question\":\"What does the report study about multilingual learners in community colleges?\",\"answer\":\"It explores policies and practices impacting multilingual learners at City Colleges of Chicago, focusing on characteristics, goals, and needs as well as instructional and support approaches.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study uses a three-year mixed-methods design across the district’s seven colleges, including interviews and descriptive analyses of student and program factors.\"},{\"question\":\"Which areas does the report analyze to assess student outcomes?\",\"answer\":\"It covers initial AE ESL placement and course enrollment, persistence in AE ESL, proficiency gains, transitions to credit coursework, and credential completion.\"}]","Supporting Multilingual Learners in Community Colleges - Lessons From City Colleges of Chicago | PDF",1792050225,101]