{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/83131"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/83131","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Targeted Instructional Practices to Enhance ELL Performance on the NYS English Language Arts Regents","abstract":"English Language Learners (ELLs) face significant challenges on the New York State English Language Arts (ELA) Regents Exam, a high-stakes assessment that is often a barrier to graduation. This capstone project explores how educators can better support ELLs in meeting the demands of the Regents through a three-part professional development (PD) series. The PD sessions focused on data analysis, collaborative reflection, and strategy refinement, enabling teachers to identify key reasons why ELLs struggle. Some of the main issues come from vocabulary demands, cultural disconnect, test anxiety, and limited relatability of exam content. Findings reveal that ELLs disproportionately underperform on the ELA Regents, directly impacting their ability to graduate on time. Through targeted instructional support and increased awareness, teachers can implement scaffolding techniques, culturally responsive practices, and test-taking strategies to mitigate these challenges. This project underscores the importance of empowering educators with tools and insights to foster more equitable outcomes for multilingual learners.","abstract_html":"English Language Learners (ELLs) face significant challenges on the New York State English Language Arts (ELA) Regents Exam, a high-stakes assessment that is often a barrier to graduation. This capstone project explores how educators can better support ELLs in meeting the demands of the Regents through a three-part professional development (PD) series. The PD sessions focused on data analysis, collaborative reflection, and strategy refinement, enabling teachers to identify key reasons why ELLs struggle. Some of the main issues come from vocabulary demands, cultural disconnect, test anxiety, and limited relatability of exam content. Findings reveal that ELLs disproportionately underperform on the ELA Regents, directly impacting their ability to graduate on time. Through targeted instructional support and increased awareness, teachers can implement scaffolding techniques, culturally responsive practices, and test-taking strategies to mitigate these challenges. This project underscores the importance of empowering educators with tools and insights to foster more equitable outcomes for multilingual learners.","abstract_has_math":false,"creators":["Makboulian, Julia"],"institution":"SUNY Brockport Department of Education and Human Development","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Mazurett-Boyle, Rosa"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-27T19:03:22Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.12648/83131","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mazurett-Boyle, Rosa"]},{"key":"dc:creator","label":"Author","values":["Makboulian, Julia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-02T15:56:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-02T15:56:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:publisher","label":"Institution","values":["SUNY Brockport Department of Education and Human Development"]},{"key":"dc:type","label":"Dc Type","values":["Masters Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.12648/83131"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["English Language Learners (ELLs) face significant challenges on the New York State English Language Arts (ELA) Regents Exam, a high-stakes assessment that is often a barrier to graduation. This capstone project explores how educators can better support ELLs in meeting the demands of the Regents through a three-part professional development (PD) series. The PD sessions focused on data analysis, collaborative reflection, and strategy refinement, enabling teachers to identify key reasons why ELLs struggle. Some of the main issues come from vocabulary demands, cultural disconnect, test anxiety, and limited relatability of exam content. Findings reveal that ELLs disproportionately underperform on the ELA Regents, directly impacting their ability to graduate on time. Through targeted instructional support and increased awareness, teachers can implement scaffolding techniques, culturally responsive practices, and test-taking strategies to mitigate these challenges. This project underscores the importance of empowering educators with tools and insights to foster more equitable outcomes for multilingual learners."]},{"key":"dc:title","label":"Title","values":["Targeted Instructional Practices to Enhance ELL Performance on the NYS English Language Arts Regents"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mazurett-Boyle, Rosa"],"dc:creator":["Makboulian, Julia"],"dc:date.accessioned":["2026-01-02T15:56:22Z"],"dc:date.available":["2026-01-02T15:56:22Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["English Language Learners (ELLs) face significant challenges on the New York State English Language Arts (ELA) Regents Exam, a high-stakes assessment that is often a barrier to graduation. This capstone project explores how educators can better support ELLs in meeting the demands of the Regents through a three-part professional development (PD) series. The PD sessions focused on data analysis, collaborative reflection, and strategy refinement, enabling teachers to identify key reasons why ELLs struggle. Some of the main issues come from vocabulary demands, cultural disconnect, test anxiety, and limited relatability of exam content. Findings reveal that ELLs disproportionately underperform on the ELA Regents, directly impacting their ability to graduate on time. Through targeted instructional support and increased awareness, teachers can implement scaffolding techniques, culturally responsive practices, and test-taking strategies to mitigate these challenges. This project underscores the importance of empowering educators with tools and insights to foster more equitable outcomes for multilingual learners."],"dc:identifier.uri":["https://hdl.handle.net/20.500.12648/83131"],"dc:language.iso":["en_US"],"dc:publisher":["SUNY Brockport Department of Education and Human Development"],"dc:title":["Targeted Instructional Practices to Enhance ELL Performance on the NYS English Language Arts Regents"],"dc:type":["Masters Thesis"]},"updated_at":"2026-07-27T19:03:22Z"}