ABSTRACT
Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in the English language. These students are required to show language proficiency on end-of-year English-only state assessments. One public elementary school utilizes a support program to assist second language learners in acquiring a level of language skills necessary for proficiency on state assessments. My evaluation of this school’s program utilized mixed methods to determine the viability of support services provided to second language learners. The findings of my evaluation revealed some weaknesses within the provided services and indicated a need for program changes to ensure the success of all enrolled second language learners.
","abstract_html":"<p id="x-E2313">ABSTRACT</p> <p id="x-E2320">Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in the English language. These students are required to show language proficiency on end-of-year English-only state assessments. One public elementary school utilizes a support program to assist second language learners in acquiring a level of language skills necessary for proficiency on state assessments. My evaluation of this school’s program utilized mixed methods to determine the viability of support services provided to second language learners. The findings of my evaluation revealed some weaknesses within the provided services and indicated a need for program changes to ensure the success of all enrolled second language learners.</p>","abstract_has_math":false,"creators":["Rigby, Kim L.P."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carol A. Burg, Ph.D.","Tamara K. Cornwell, Ed.D.","Brenda K. Hardman, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-01T07:00:00Z","date_published":"2019-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["ELL","English Language Learners","ESOL","English For Speakers of Other Languages","ESL","Title One","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/350","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol A. Burg, Ph.D.","Tamara K. Cornwell, Ed.D.","Brenda K. Hardman, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Rigby, Kim L.P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-04-08T07:00:00Z"]},{"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":["ELL","English Language Learners","ESOL","English For Speakers of Other Languages","ESL","Title One","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/350"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in the English language. These students are required to show language proficiency on end-of-year English-only state assessments. One public elementary school utilizes a support program to assist second language learners in acquiring a level of language skills necessary for proficiency on state assessments. My evaluation of this school’s program utilized mixed methods to determine the viability of support services provided to second language learners. The findings of my evaluation revealed some weaknesses within the provided services and indicated a need for program changes to ensure the success of all enrolled second language learners.
"]},{"key":"dc:title","label":"Title","values":["An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program"]}]}],"canonical_facts":{"dc:contributor":["Carol A. Burg, Ph.D.","Tamara K. Cornwell, Ed.D.","Brenda K. Hardman, Ed.D."],"dc:creator":["Rigby, Kim L.P."],"dc:date.available":["2019-04-08T07:00:00Z"],"dc:description.abstract":["ABSTRACT
Enrolled at many public schools in the United States are students who primarily speak languages other than English and lack proficiency in the English language. These students are required to show language proficiency on end-of-year English-only state assessments. One public elementary school utilizes a support program to assist second language learners in acquiring a level of language skills necessary for proficiency on state assessments. My evaluation of this school’s program utilized mixed methods to determine the viability of support services provided to second language learners. The findings of my evaluation revealed some weaknesses within the provided services and indicated a need for program changes to ensure the success of all enrolled second language learners.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/350"],"dc:subject":["ELL","English Language Learners","ESOL","English For Speakers of Other Languages","ESL","Title One","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Elementary Education","Language and Literacy Education"],"dc:title":["An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}