The purpose of this study was to examine the difference in the results of English language learners in English language programs compared with those students who refuse services as measured by the ACCESS for English language learners and the Partnership for Assessment of Readiness for College and Careers (PARCC) in both Mathematics and English Language Arts. This study was conducted in a large public-school district in urban New Jersey. This research presents the results of a retrospective quantitative analysis conducted to determine whether there was a statistically significant difference in the ACCESS results and PARCC scores of the two student groups: English language learners who had participated in English language programs and those students who opted out of receiving services. Archival district data were obtained for students in grades kindergarten through twelve during the 2016–2017 school year. Additionally, the study examined the difference between ACCESS and PARCC outcomes for English language learners compared to refusals disaggregated by gender. Previous research examining how different language instructional programs for English learners could help with planning and implementing the best methods and strategies when addressing the needs of the English language learner population were consulted.

Last modified

• 02/01/2024

Creator

• Najmi, Sheila

Subject

• Education

Publisher

• Saint Peter's University

Keyword

• English as a second language learning
• Elementary school students
• Occupations
• Language arts
• Secondary school students
• Quantitative analysis
• English as a Second Language
• English language learners
• Kindergarten
• Mathematics
• Educational evaluation

Date created

• December 2018

Resource type

• Dissertation

Rights statement

• In Copyright - Educational Use Permitted