Providing students at risk of becoming long-term English learners (LTELs) with the instruction and support they need to reclassify as fluent English proficient before entering high school increases their access to grade-level or advanced placement curriculum that will satisfy college entrance requirements and, presumably, postsecondary academic success. The purpose of this study is to determine whether the support provided through College Success Path by the Students First Unified School District (a pseudonym) to its seventhand eighthgradersat risk of becoming LTELs has the potential to lead to university matriculation.
Descriptive (mean, median, mode, and standard deviation) and inferential (independent measure t-test) statistical analyses of student learning outcomes revealed nonsignificant results at the .05 level.
Notable findings emerged after looking at score distributions and frequencies (cross-tabulations) for the District Writing Assessments and California Standardized Tests, English Language Arts learning outcomes. The treatment group experienced greater numbers of students moving from lower proficiency levels to higher proficiency levels in terms of the posttests than the control group did.
Descriptive and inferential statistical analyses of identified student learning outcomes did not yield significant results at the .05 level. Cross-tabulations conducted to analyze score distributions on the same student learning outcomes revealed results in favor of the treatment group. However, A-G completion rates and academic GPA data revealed results in favor of the control group.
The reality regarding the English learner (EL) population in California is changing as the number of LTELs increases in our public schools. In light of current state legislation, providing equal educational opportunities for ELs, especially LTELs, is vital to their success. This relates to the theoretical foundation of this study because it hearkens back to Paulo Freire's idea of actively participating in one's current reality and working to transform rather than conform to the world around them.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Secondary education|
|Keywords:||English Learner Support, English Learners, Long-Term English Learners|
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