A Comparative Study of Six North Texas School Districts and Their Effects on English Language Learners' Aquisition of English Language Proficiency and Academic Achievement

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 2014

Abstract

The intent of this study was to examine predictor variables significant in developing English Language Learners' (ELLs) English language proficiency skills and academic achievement in reading, math, and writing. Using a sequential mixed methods design, the study sought to unveil how state and federal mandates in assessments and programmatic practices in bilingual and English as a second language (ESL) education, in six school districts, compared in developing ELLs' adequate yearly progress in English language proficiency skills and academic achievement. For the quantitative strand, longitudinal student data for 3 consecutive school years were utilized. The quantitative data were analyzed at two levels: (1) multiple logistic regression statistical analyses were employed to measure ELLs' growth score in English language proficiency skills, and (2) logistic regression statistical analyses were performed to measure ELLs' rates for meeting the state assessment standard. Data from the multiple regression models showed that predictor variables type of ELL program and percent of ELL population were statistically significant in predicting adequate yearly progress of ELLs' English language proficiency skills. The logistic regression models further examined how these predictor variables impacted the academic achievement of ELLs and former ELLs in monitor statuses. In these models, all predictor variables were statistically significant in predicting ELLs' academic achievement. Consequently, to formulate the qualitative strand, data from the quantitative analyses were utilized to determine which school district's programmatic practices were most successful in developing ELLs' English language proficiency skills and academic achievement. The data showed that major suburban school district 3 had the highest mean probabilities of students meeting the state assessment standard. Using a case study approach at a single site, a semi-structured focus group was conducted with a bilingual/ESL administrator and six bilingual/ESL facilitators at this school district. Data from the qualitative analyses revealed that four programmatic practices are critical for developing ELLs' English language proficiency skills and academic achievement in bilingual and ESL program models: (a) clear goals for effective program implementation, (b) program fidelity and curriculum alignment, (c) continuous professional development, and (d) strategic processes for monitoring and assessing students' progress in language proficiency skills and academic achievement.

Advisor

Martha M. Foote

Subject Categories

Curriculum and Instruction | Education | Elementary Education

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