English Language Learner Achievement: A Mixed-Methods Examination of a Seven-Week Summer Intervention

The mixed methods convergent transformative research study examined the alignment between student academic achievements over time against the beliefs of English Language Learner (ELL) teachers’ perceptions of students’ achievement after participation in a seven-week summer intervention. Three types of archived achievement data were analyzed: reading comprehension, English language acquisition and state standardized assessment. The quantitative data results suggested students that participated in the intervention made higher trend growth over time in reading comprehension and English language acquisition assessments when compared to the control group. Standardized assessment scores were inconclusive. The results of qualitative interviews with ELL teachers supported the beliefs the students that participated in the intervention had increased achievement and the intervention helped slow or stop summer learning regression. Together these findings indicate the intervention was a tool that can be implemented in other districts to slow summer learning regression and close the achievement gap for ELL students with the most language need. Keywords: English language learner (ELL), summer learning regression, achievement gap, English language intervention, early language intervention

Grantor dc:publisher

Creighton University

Year dc:date.issued

2015

Author dc:creator

• Yocum, R. Kent

Advisor dc:contributor.advisor

• Gaddie, Julie

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/71206

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/71206