Demographic Characteristics of Successful English Language Learners in Rural Communities

Autor/in	Murley, Colleen A.
Titel	Demographic Characteristics of Successful English Language Learners in Rural Communities
Quelle	(2017), (102 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8789-7
Schlagwörter	Hochschulschrift; Dissertation; Demography; Student Characteristics; English Language Learners; Rural Areas; School Districts; Consortia; Partnerships in Education; Academic Standards; Curriculum Development; Language Tests; Time Factors (Learning); Scores; Sex; Native Language; Socioeconomic Status; Equal Education; Correlation; Research Design; Public Schools; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Demografie; Rural area; Ländlicher Raum; School district; Schulbezirk; Vereinigung; Hochschulpartnerschaft; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language test; Sprachtest; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Korrelation; Forschungsdesign; Public school; Öffentliche Schule; Statistische Analyse
Abstract	As the number of English Language Learners (ELLs) continues to grow in our country, schools are looking for ways to better identify and to help those who need English as a Second Language (ESL) services (Mossaad, 2016). ELLs present a unique challenge to school districts as some perceive that the federal guidelines are vague, but require school districts to develop a program that allows ELLs to fully participate in the educational programming offered to all students. Several states formed a consortium to better assist ELLs. This group, WIDA, has developed English Language Standards for use in ESL instruction and a measurement tool known as the ACCESS (Assessing Comprehension and Communication in English State-to-State) used by a majority of states. The consortium provides some transportability and comparability of ELL success between and among school districts in different states, yet very little is known about these students when they first begin at a school. The purpose of this study was to examine which demographic factors are most closely related to the length of time a student requires to successfully complete an ESL program based upon ACCESS test scores. The variables under consideration were student gender, age of first identification, language spoken in the home, and socioeconomic status. It is hoped that the results of this study will be used to inform instructional strategies in order to provide equal access to educational opportunities to ELLs. This study employed a non-experimental, correlational, ex post facto design. The population in this study consisted of ELL students from a medium-sized, rural, public school district in the upper Great Plains. This study utilized independent samples t-tests and one-way ANOVAs to determine whether differences existed among the 86 students, who had completed the ESL program, based on the variables indicated. The only variable that produced a significant difference was the age at which students are identified by the school district. Additionally, the study correlated each variable with the length of time necessary to complete the ESL program. A moderate correlation was found between the age at which the students were identified by the school district and the length of time needed to complete the ESL program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01