1. Immigration Experiences in Schools
Tracking and Education Opportunities
Module 5
Discussion Leaders:
Asha Dalton, Bethany Sterritt

2. Learning Objectives
• Students will gain a better understanding of
how language ability intersects with other
issues in education.
• Students will examine the unintended
consequences and local interpretations of
local and federal education policies and
practices on English learners.

3. Module 5 Readings
• Bunch, G.C., & Panayotova, D. (2008). Latinos,
Language Minority Students, and the
Construction of ESL Language Testing and
Placement From High School to Community
College. Journal of Hispanic Higher Education, 7
(1), 6-30.
• Callahan, R.M. (2005). Tracking and High School
English Learners: Limiting Opportunity to Learn.
American Educational Research Journal, 42 (2),
305-328.

4. Latinos, Language Minority Students, and the
Construction of ESL Language Testing and
Placement From High School to Community College
• Two-thirds of Latino students who are entering college.
Most of the students that begin at a community college
transfer to a 4 year university to obtain a degree.
Although this is the norm, Latino’s are among the
lowest group to transfer to a 4 year college. There is a
lack of educational achievement among this minority
group that is a nationwide concern.
• Question: Although this minority group is among the
lowest to obtain a 4 year degree, what can be done to
encourage, fund, and support these students prior to
college?

5. Latinos, Language Minority Students, and the Construction of ESL Language Testing and Placement
From High School to Community College
When Latino students graduate from high school, they are faced with many
obstacles. Students are required to take an ESL placement test or they can opt
out and take the English placement test. This is based on their English
proficiency level. Upon reading the school guidelines, the ESL student will
decide which placement test they will take. This is often done without the
correct guidance from a counselor, mentor, or admissions. According to Bunch
and Panayotova, the placement can have a negative impact if the students is
inappropriately enrolled in courses.
The following links will give you more insight into what ESL
students have to do upon entering a 2 or 4 year university.
• Georgia Perimeter ESL Placement Test
• Gwinnett College ESL Placement Test
• ACT ESL Test
After reading the text, do you feel that the college entry requirements is a positive and
encouraging process for minority groups such as Latinos?

6. Latinos, Language Minority Students, and the Construction of ESL Language
Testing and Placement From High School to Community College
In reference to the previous readings, it is apparent that ESL students needs
the services and support that they are given through their school career. The evaluation
And assessments that ESL students take in elementary, middle, and high school are essential.
In Georgia ACCESS tests allow teachers to obtain information of where each student currently is
in relation to their language proficiency level. Without these scores, teachers would struggle
to provide goals and a learning environment that nurtures and promotes student growth. This
data is not utilized when ESL students enter college.
As the students near their graduation, high school counselors need to work closely with the
ESL students to guide them in appropriately choosing the college placement test they should
take.
What would be the benefit to altering the process for these
students?