Mitigating Educational Inequities for English Learners

Background: The current educational landscape demands that students develop 21st-century skills such as critical thinking, communication, and adaptability to succeed beyond school. Inclusive and equitable learning environments are especially vital for English Learners (ELs), who continue to experience persistent gaps in reading achievement compared to their peers. Purpose: This study examined the instructional resources available to support EL teachers through the Texas Education Agency (TEA) and Educational Service Center (ESC) Region 4 websites and explored teachers’ awareness, usage, and perceived effectiveness of these resources across grade levels and years of experience. The study addressed the following research questions: 1. What teaching tools are available on the Texas Education Agency (TEA) and Educational Service Center (ESC) Region 4 websites to support effective instruction by EL teachers? 2. What is the level of awareness, usage, and perceived effectiveness of available instructional resources among EL teachers, and how do these responses vary by teacher experience and grade level? Method: A mixed-methods design was employed. Quantitative analysis included frequency counts, descriptive statistics, and ANOVA tests of survey data from Texas educators in Title I schools. Qualitative data were gathered through open-ended survey responses and categorical coding of resources identified on the TEA and ESC Region 4 websites. Results: Findings revealed that TEA’s resources primarily focused on programmatic support and compliance guidance, while ESC Region 4 focused on professional development and instructional planning. Teacher survey data indicated moderate awareness and use of both sites, with variations by experience level but no statistically significant differences among groups. Conclusion: The study highlights the need for more substantial alignment between state and regional resources, greater communication about available tools, and sustained professional learning opportunities to enhance EL instruction.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

Professional Leadership, Education

Grantor

University of Houston

Year dc:date.issued

2025

Author dc:creator

• Garcia, Elisa Ann 1974-

Advisor dc:contributor.advisor

• Santi, Kristi L.

Committee members dc:contributor.committeemember

• Rigby-Wills, Hope
• Kates, Amanda
• Dulas, Heather

• English Learners
• Mixed Methods
• Professional Development
• Instructional Resources
• ESC Region 4
• Texas Education Agency

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/10657/20895

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/20895