The Effect of Parent English Literacy Training on Student Achievement.

When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.

Grantor dc:publisher

University of North Texas

Year dc:date

2005

Author dc:creator

• Clayton, Christina Dick

Contributors dc:contributor

• Tunks, Jeanne L.
• Ross, John Robert, 1938-
• Wilhelm, Ronald W.

• English language -- Study and teaching -- Foreign speakers.
• Second language acquisition -- Parent participation.
• Academic achievement.
• Education -- Parent participation.
• Family -- Language.
• ESL
• NCLB
• TAKS
• critical theory
• phenomenological interviews
• family literacy center
• second language aquisition

Statement dc:rights

• Public
• Copyright
• Clayton, Christina Dick
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 69665719
https://digital.library.unt.edu/ark:/67531/metadc4973/
ark: ark:/67531/metadc4973

OAI identifier oai:identifier

info:ark/67531/metadc4973