Elementary School Enrollment Size and the Academic Success for English Language Learners in High and Low English Learner Population Schools

Simple item page
dc.contributor.authorMarsilio, Geralyn Marieen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.committeememberJacks, Andrew Michaelen
dc.contributor.committeememberBrinkmann, Jodie Lynnen
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2023-05-02T08:00:08Zen
dc.date.available2023-05-02T08:00:08Zen
dc.date.issued2023-05-01en
dc.description.abstractIn 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. School divisions are required to monitor and report on how many ELLs made language acquisition growth and how many successfully met English language proficiency. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study was to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This quantitative study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). Findings suggest total enrollment size and ELL population size impact academic achievement for ELLs. The researcher used two way ANOVA to determine if a difference exists in academic success for ELLs based on elementary school enrollment size and ELL population size. This study adds to research on conditions for high achievement for all students.en
dc.description.abstractgeneralIn 2015, Congress reauthorized the latest version of the Elementary Secondary Education Act through the Every Student Succeeds Act (ESSA, 2015). In addition to the requirements for all students, this document includes provisions for English Language Learners (ELLs) and immigrant students. ESSA (2015) not only required annual assessments to ensure high level learning but also requires annual assessments for assessing ELL language acquisition. The benefit of both ESSA (2015) and the resulting state policies is to ensure ELLs are afforded the appropriate supports to learn and achieve at the same high levels as their native English speaking peers. The purpose of this study is to identify a possible relationship between elementary school enrollment size and the academic success for ELLs in high ELL and low ELL population schools. This study examined existing data from a large suburban school district on Standards of Learning assessment achievement for ELLs over three academic years (2016-2017, 2017-2018, 2018-2019). These data showed academic achievement for different enrollment sizes and for different ELL population sizes. This study adds to research on conditions for high achievement for all students.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:36698en
dc.identifier.urihttp://hdl.handle.net/10919/114874en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSchool Sizeen
dc.subjectStudent Achievementen
dc.subjectElementary School Sizeen
dc.subjectAcademic Achievementen
dc.subjectSchool Enrollmenten
dc.subjectAchievement Measuresen
dc.subjectAccountabilityen
dc.titleElementary School Enrollment Size and the Academic Success for English Language Learners in High and Low English Learner Population Schoolsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Marsilio_GM_T_2023.pdf
Size:
1.35 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations