Community colleges may face challenges supporting the unique needs of language minority (LM) students whose primary language is not English. Florida provides a unique context for examining whether LM students who are considered underprepared for college-level coursework benefit more from traditional developmental education programs in reading and writing, or reformed programs that allow most students to accelerate or even bypass developmental requirements while providing additional support services. Utilizing statewide data from first-time-in-college students at all twenty-eight Florida College System institutions, we use an interrupted time-series design with an analysis of heterogenous effects to compare first year course-taking outcomes in English before and after Florida's developmental education reform for LM versus non-LM students. We also consider the intersecting identities of LM students by further disaggregating results based on whether students took high school courses in English for Speakers of Other Languages (ESOL), and for native-born versus foreign-born students. The findings suggest that while the reform's benefits are similar for LM and non-LM students overall, there are important differences among LM subgroups indicating that ESOL and foreign-born students may benefit most.

社区大学可能面临着满足主要语言不是英语的少数语言 (LM) 学生的独特需求的挑战。佛罗里达州提供了一个独特的背景来检验那些被认为对大学水平课程准备不足的 LM 学生是否从传统的阅读和写作发展教育计划中受益更多，或者从允许大多数学生加速甚至绕过发展要求同时提供额外支持服务的改革计划中受益更多。利用来自佛罗里达州大学系统所有 28 所机构的全州首次上大学的学生的数据，我们使用间断时间序列设计和异质效应分析来比较佛罗里达大学之前和之后的第一年英语课程学习结果LM 学生与非 LM 学生的发展教育改革。我们还根据学生是否参加了其他语言英语 (ESOL) 高中课程以及本土出生与外国出生的学生进一步分类结果来考虑 LM 学生的交叉身份。研究结果表明，虽然改革对 LM 和非 LM 学生的总体好处是相似的，但 LM 亚组之间存在重要差异，表明 ESOL 和外国出生的学生可能受益最多。