1. Mandatory Placement for English as a Second Language (ESL) Courses Academic Governing Council January 12, 2015

2. Team Members  Colleen Becker (ESL Faculty, English)  Ashley Campanali (Faculty, Physical Sciences)  Lori Cook (Director of Enrollment)  Ann Isackson (Director of Financial Aid)  Alyssa Jewell (ESL Adjunct Faculty, English)  Patrick Kamau (Faculty and Counselor, Counseling and Career Center)  Susan Mowers (Faculty, English)  Sue VanderVeen (ESL Adjunct Faculty, English)

3. Current Concerns  Students who place into ESL courses are not mandated to take those courses  Students can enroll in any course despite test scores  Nothing in the system blocks students from taking any course  ESL student success in general population courses is low when they do not follow the recommended path based on their scores

4. Current Concerns  Safety concerns in labs  Students “lost” in the system in Counseling  Student place themselves for convenience  Students fail ESL levels but still enroll in regular composition  Students enroll in other 100 and 200 level courses

5. ESL Program Overview Subject Area Level 1 Level 2 Level 3 Level 4 Next Course Listening and Speaking ES 101 ES 102 ES 103 ES 104 Speaking and listening skills ready for college coursework Writing and Grammar ES 111 ES 112 ES 113 ES 114 Writing and grammar skills ready for EN 100 or 101 (do not need EN 097) Reading and Vocabulary ES 121 ES 122 ES 123 ES 124 Reading and vocabulary skills ready for college coursework (do not need RD 097)

6. ESL Enrollment and Placement 2014-20155 year average Total number of students enrolled in ESL, new and continuing 250292 Total number of new students enrolled in ESL 147156 Total number of students who placed into ESL 200230 Percent of students who placed into ESL, but took no ESL courses 27%32% Percent of students who took each ESL course at the level that they placed into during their first year 22%18% Percent of students who took ESL, but at a different level than they placed into during their first year 20%22%

7. Retention Of the students who started taking ESL courses in 2010: Completed Level 4 Speaking and Listening 45% Completed Level 4 Writing and Grammar 43% Completed Level 4 Reading and Writing 49%

8. ESL Student Success Of the students who placed into ESL courses, the following shows success data for those who took some ESL versus no ESL: Some ESL No ESL Last cumulative GPA2.712.08 Percent of students with last cumulative GPA less than 2.0 19%39% Success rate in EN 100/10176%62%

9. Benchmarking  11 colleges were surveyed, 5 in Michigan and 6 nation wide  Programs at these colleges range from 109 to 2,700 ESL students and consist of 4-7 ESL levels  8 of the 11 colleges have mandatory placement for ESL courses  3 of 11 that do not have mandatory placement have enforced ESL prerequisites on many courses

10. Benchmarking SchoolMandatory placement? Concurrent classes? GRCCNUnlimited Oakland CCY - international N - other Yes w/upper level ESL Henry Ford CCYYes w/upper level ESL Macomb CCYYes Lansing CCYYes w/upper level ESL Washtenaw CCYNot available Cuyahoga CC, OHYYes w/upper level ESL Sierra College, CANYes City College of SF, CANYes Riverland CC, MNYNo Central Piedmont CC, NCYNo Kansas City, Kansas CCYYes w/upper level ESL

11. Concurrent ESL and 100- and 200-Level Classes Of the 10 colleges that answered this question: 2Not allowed to take other classes concurrently with ESL 5Allowed only with upper levels of ESL 2Allowed except when restricted by prerequisites 1Allowed

12. Financial Aid and ESL: Concerns  Students could run out of eligibility for subsidized loans  3 years (AA)  1.5 years (Certificate)  Pell Grant limitations:  12 full semesters

13. Financial Aid and ESL: Benefits  Mandatory ESL placement will keep students on the path toward Satisfactory Academic Progress  GPA  67% attempted courses completed successfully  Maximum time frame  Promote better understanding of Master Promissory Note  No limitation on # of ESL courses

14. Proposal  GRCC should require and enforce mandatory placement for ESL students.

15. Table Discussion  What issues does your department experience with students lacking sufficient English skills (listening, speaking, reading, and/or writing)?  What benefits do you see in mandatory ESL placement?  What problems do you see in mandatory ESL placement?

16. Next Steps  Share findings with your department  Send feedback to Colleen Becker and Susan Mowers by January 22, 2016