English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs and English speaking students and an alarmingly disproportionate number of ELL students contribute to the dropout rate. As educators, it is imperative that we provide educational programs to help reduce the achievement gap. All students deserve an education that will enable them to be productive citizens and that will provide them with the skills needed to enter either a career or an institution of continuing education upon graduation. As a solution to the increasing dropout rate and achievement gap for ELL students, I am proposing a policy to implement a One-Way Dual Language Program for schools that have an ELL population greater than 30%. This Policy Advocacy Dissertation contains arguments for and against Dual Language programs, as well as a detailed framework of analysis to the merits of a One-Way Dual Language Program.
","abstract_html":"<p>English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs and English speaking students and an alarmingly disproportionate number of ELL students contribute to the dropout rate. As educators, it is imperative that we provide educational programs to help reduce the achievement gap. All students deserve an education that will enable them to be productive citizens and that will provide them with the skills needed to enter either a career or an institution of continuing education upon graduation. As a solution to the increasing dropout rate and achievement gap for ELL students, I am proposing a policy to implement a One-Way Dual Language Program for schools that have an ELL population greater than 30%. This Policy Advocacy Dissertation contains arguments for and against Dual Language programs, as well as a detailed framework of analysis to the merits of a One-Way Dual Language Program.</p>","abstract_has_math":false,"creators":["Durrance, Melissa"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["James L. Schott","Carol A. Burg","Dale E. Moxley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-01T08:00:00Z","date_published":"2014-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Dual Language","English Language Learners","Elementary Dual Language Programs","Bilingual, Multilingual, and Multicultural Education","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/92","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James L. Schott","Carol A. Burg","Dale E. Moxley"]},{"key":"dc:creator","label":"Author","values":["Durrance, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-02-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dual Language","English Language Learners","Elementary Dual Language Programs","Bilingual, Multilingual, and Multicultural Education","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/92"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs and English speaking students and an alarmingly disproportionate number of ELL students contribute to the dropout rate. As educators, it is imperative that we provide educational programs to help reduce the achievement gap. All students deserve an education that will enable them to be productive citizens and that will provide them with the skills needed to enter either a career or an institution of continuing education upon graduation. As a solution to the increasing dropout rate and achievement gap for ELL students, I am proposing a policy to implement a One-Way Dual Language Program for schools that have an ELL population greater than 30%. This Policy Advocacy Dissertation contains arguments for and against Dual Language programs, as well as a detailed framework of analysis to the merits of a One-Way Dual Language Program.
"]},{"key":"dc:title","label":"Title","values":["Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["James L. Schott","Carol A. Burg","Dale E. Moxley"],"dc:creator":["Durrance, Melissa"],"dc:date.available":["2015-02-24T08:00:00Z"],"dc:description.abstract":["English language learners (ELL) represent the fastest growing population of learners in our schools. A substantial and continuing education achievement gap exists between ELLs and English speaking students and an alarmingly disproportionate number of ELL students contribute to the dropout rate. As educators, it is imperative that we provide educational programs to help reduce the achievement gap. All students deserve an education that will enable them to be productive citizens and that will provide them with the skills needed to enter either a career or an institution of continuing education upon graduation. As a solution to the increasing dropout rate and achievement gap for ELL students, I am proposing a policy to implement a One-Way Dual Language Program for schools that have an ELL population greater than 30%. This Policy Advocacy Dissertation contains arguments for and against Dual Language programs, as well as a detailed framework of analysis to the merits of a One-Way Dual Language Program.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/92"],"dc:subject":["Dual Language","English Language Learners","Elementary Dual Language Programs","Bilingual, Multilingual, and Multicultural Education","Education","Educational Leadership"],"dc:title":["Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}