Also, as part of the program, students are assessed for placement purposes in their English proficiency. After completing their courses annually, students should have to be assessed once again, to see if their English had showed improvement, based upon their first set of scores. This would reduce the impact of bias of professor's grading, and place the emphasis on improvement, rather than overall proficiency, which is a better measure of the program's success. These quantitative measures would not be enough to fully assess the program. Throughout the program's duration observers trained in ESL education should sit in on various classes, to assess the efficacy and suitability of supplementary educational efforts, as well as the performance of various types of ESL students in mainstream classes. ESL students should be classified into various sub-groupings, for the purposes of the study (such as...

During the interview processes, the academic records of various subgroups could be compared, to see if the program was more effective for one type of student than another.
There should also be 'follow-up' for a specific duration of student's long-term job performance. Students could be sent evaluations regarding their jobs every three years. While students may secure a prestigious job after college, the ability to shine in that work is a better 'hands on' measurement of proficiency and will be of interest to future entrants in the program. This combination of comparative before and after program measures, along with the qualitative and quantitative approach of the assessment method will likely yield the most accurate results in terms of rating program quality.