The linguistic diversity that began with immigration in the early 20th century continues today. The impact of this growing population is directly affecting the economy and workforce in our nation. This dissertation focused on the college readiness of graduating English language learner (ELL) students in one western mountain state. The variables of gender, language proficiency levels, and free or reduced lunch status were studied, seeking to understand if those variables were independent of ELL students being college ready. Descriptive statistics were used to analyze the ACT test scores for 668 English language learner graduates. A Chi-Square test for independence was also used to determine the level independence among the variables and college readiness. After analyzing the ACT scores, it was evident that many ELL graduates were not college ready at graduation. The variables of gender, language proficiency, and free or reduced lunch status statistically impact college readiness. However, the variable of gender had the least impact on college readiness status for ELL graduates. The study concluded with the recommendations for policies and practices that may better prepare the ELL student for college.
","abstract_html":"<p>The linguistic diversity that began with immigration in the early 20th century continues today. The impact of this growing population is directly affecting the economy and workforce in our nation. This dissertation focused on the college readiness of graduating English language learner (ELL) students in one western mountain state. The variables of gender, language proficiency levels, and free or reduced lunch status were studied, seeking to understand if those variables were independent of ELL students being college ready. Descriptive statistics were used to analyze the ACT test scores for 668 English language learner graduates. A Chi-Square test for independence was also used to determine the level independence among the variables and college readiness. After analyzing the ACT scores, it was evident that many ELL graduates were not college ready at graduation. The variables of gender, language proficiency, and free or reduced lunch status statistically impact college readiness. However, the variable of gender had the least impact on college readiness status for ELL graduates. The study concluded with the recommendations for policies and practices that may better prepare the ELL student for college. </p>","abstract_has_math":false,"creators":["Rogers, Lizette L."],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["English Language Learners","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":["Copyright 2016 Lizette L. Rogers"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/420","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rogers, Lizette L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English Language Learners","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Lizette L. Rogers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/420"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The linguistic diversity that began with immigration in the early 20th century continues today. The impact of this growing population is directly affecting the economy and workforce in our nation. This dissertation focused on the college readiness of graduating English language learner (ELL) students in one western mountain state. The variables of gender, language proficiency levels, and free or reduced lunch status were studied, seeking to understand if those variables were independent of ELL students being college ready. Descriptive statistics were used to analyze the ACT test scores for 668 English language learner graduates. A Chi-Square test for independence was also used to determine the level independence among the variables and college readiness. After analyzing the ACT scores, it was evident that many ELL graduates were not college ready at graduation. The variables of gender, language proficiency, and free or reduced lunch status statistically impact college readiness. However, the variable of gender had the least impact on college readiness status for ELL graduates. The study concluded with the recommendations for policies and practices that may better prepare the ELL student for college.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/420"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Lizette L. Rogers"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["English Language Learners","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration"],"dc:title":["An evaluation of the college readiness of graduating English language learners in Utah public schools."],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}