This study was an evaluation of the implications of English learner (EL) grade level transitions and the effects on long-term middle school ELs in a suburban school district in Illinois from 2019-2021. The primary research question was focused on determining the cause of long-term ELs not meeting the English proficiency criteria. Using a mixed methods research approach, student data were collected and interviews were conducted with both school administrators and teachers. Results revealed areas that can be improved on to build language acquisition and lower the number of long-term ELs at the middle school level. From this work, recommendations have been made to provide staff with a better understanding of the needs of ELs and available supports as well as ongoing professional development for district staff and administrators. Policy recommendations have also been made to ensure best practices and strategies to support ELs are embedded within the curriculum and policy of the district.
","abstract_html":"<p>This study was an evaluation of the implications of English learner (EL) grade level transitions and the effects on long-term middle school ELs in a suburban school district in Illinois from 2019-2021. The primary research question was focused on determining the cause of long-term ELs not meeting the English proficiency criteria. Using a mixed methods research approach, student data were collected and interviews were conducted with both school administrators and teachers. Results revealed areas that can be improved on to build language acquisition and lower the number of long-term ELs at the middle school level. From this work, recommendations have been made to provide staff with a better understanding of the needs of ELs and available supports as well as ongoing professional development for district staff and administrators. Policy recommendations have also been made to ensure best practices and strategies to support ELs are embedded within the curriculum and policy of the district.</p>","abstract_has_math":false,"creators":["Corona, Juan E"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jason Stegemoller","James Fitzpatrick","Geri Chesner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-06-01T07:00:00Z","date_published":"2021-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Long-Term","English Language Learners","EL Transitions","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/675","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason Stegemoller","James Fitzpatrick","Geri Chesner"]},{"key":"dc:creator","label":"Author","values":["Corona, Juan E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU 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":["Long-Term","English Language Learners","EL Transitions","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/675"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was an evaluation of the implications of English learner (EL) grade level transitions and the effects on long-term middle school ELs in a suburban school district in Illinois from 2019-2021. The primary research question was focused on determining the cause of long-term ELs not meeting the English proficiency criteria. Using a mixed methods research approach, student data were collected and interviews were conducted with both school administrators and teachers. Results revealed areas that can be improved on to build language acquisition and lower the number of long-term ELs at the middle school level. From this work, recommendations have been made to provide staff with a better understanding of the needs of ELs and available supports as well as ongoing professional development for district staff and administrators. Policy recommendations have also been made to ensure best practices and strategies to support ELs are embedded within the curriculum and policy of the district.
"]},{"key":"dc:title","label":"Title","values":["Implications of English Learner Grade Level Transitions and the Effect on Middle School Long-term English Language Learners"]}]}],"canonical_facts":{"dc:contributor":["Jason Stegemoller","James Fitzpatrick","Geri Chesner"],"dc:creator":["Corona, Juan E"],"dc:date.available":["2025-06-27T07:00:00Z"],"dc:description.abstract":["This study was an evaluation of the implications of English learner (EL) grade level transitions and the effects on long-term middle school ELs in a suburban school district in Illinois from 2019-2021. The primary research question was focused on determining the cause of long-term ELs not meeting the English proficiency criteria. Using a mixed methods research approach, student data were collected and interviews were conducted with both school administrators and teachers. Results revealed areas that can be improved on to build language acquisition and lower the number of long-term ELs at the middle school level. From this work, recommendations have been made to provide staff with a better understanding of the needs of ELs and available supports as well as ongoing professional development for district staff and administrators. Policy recommendations have also been made to ensure best practices and strategies to support ELs are embedded within the curriculum and policy of the district.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/675"],"dc:subject":["Long-Term","English Language Learners","EL Transitions","Educational Leadership"],"dc:title":["Implications of English Learner Grade Level Transitions and the Effect on Middle School Long-term English Language Learners"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}