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Beyond the Cut-Point: College Writing Readiness for Linguistically Diverse Students


by Stefani R. Relles & Blanca Rincón - July 01, 2019

The study draws on the essay test scores of linguistically diverse students to describe the characteristics of their writing according to a six-point rubric of national college readiness standards. It subsequently considers the extent to which these students may be misplaced into postsecondary English remediation even though they are capable of writing at a college-level.


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The authors thank Chyllis Scott for input on prior drafts of this manuscript.


Cite This Article as: Teachers College Record, Date Published: July 01, 2019
https://www.tcrecord.org ID Number: 22952, Date Accessed: 8/20/2019 12:39:48 PM

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About the Author
  • Stefani Relles
    University of Nevada, Las Vegas
    E-mail Author
    STEFANI RELLES is an Associate Professor in the Department of Educational Psychology and Higher Education at UNLV. Her work focuses broadly on college readiness, access and equity for students from historically marginalized groups. She is the co-author of “Brokering College Opportunity for First-Generation Youth: The Role of the Urban High School” in American Educational Research Journal.
  • Blanca Rincón
    University of Nevada, Las Vegas
    E-mail Author
    BLANCA RINCÓN is an Assistant Professor in the Educational Psychology and Higher Education at UNLV. Her research agenda is concerned with equity issues in higher education, with a specific focus on access and success for underrepresented and underserved students (e.g., women, low-income, first-generation, and students of color) in science, technology, engineering, and mathematics (STEM). She is the author of “Does Latinx Representation Matter for Latinx Student Retention in STEM?” in the Journal of Hispanic Higher Education.
 
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