The effectiveness of programs for English Learners in a diverse school district in rural California

Author

Mai Lee

Graduation Date

2015

Document Type

Thesis

Program

Other

Program

Thesis (M.A.)--Humboldt State University, Education, 2015

Committee Chair Name

Lyn Scott

Committee Chair Affiliation

HSU Faculty or Staff

Keywords

English Learners, Language acquisition, Effective English learner programs, Bilingual education, Equal education, Effective instruction, Humboldt State University -- Theses -- Education, English language development programs, English language learners, Teaching effectiveness, Integrated English Learner program, Qualitative case study, Rural education, English as a second language, Pull-out program, Differentiated strategies

Abstract

This study examines how administrators and teachers in a diverse California school district evaluate and determine the effectiveness of their programs/strategies for English Learners (EL) in relation to the statewide English language proficiency assessments such as the California English Language Development Test (CELDT) and Common Core State Standards (CCSS) aligned Smarter Balanced (SBAC) assessments. The study is also intended to obtain information on teachers' perceptions regarding how the program has been implemented at their school. Literature states that the effectiveness of closing the achievement gap in a school requires significant involvement and cooperation among the administrators and teachers. The study's purpose is to understand the implementation and effectiveness of the EL programs/strategies in a school district in regards to the administrators' and teachers' utilization of EL techniques differentiating instruction to accommodate the students' learning style, their ethnicity, and culture. Teachers' and administrators' responses regarding the effectiveness of the school's EL program implementation in improving EL academic performance and English proficiency was considered.

https://scholarworks.calstate.edu/concern/theses/2j62s735k

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