Date of Award

Fall 8-12-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Kathy Grover

Second Advisor

Dr. Craig Carson

Third Advisor

Dr. Melia Franklin

Abstract

Approximately one in every ten public school students in the United States is considered an English learner (Sanchez, 2017). It has also been determined that the English learner population is one of the fastest-growing populations in the United States (Gibson, 2016). This study focused on a school district in the Midwest region of the United States, where approximately 4% of the student population was classified as English learners, and the population had been steadily growing since 2014 (School District Manual, 2019). This Midwestern school district offered a unique English learner program by transporting students to specific Instructional Sites for English learner instruction (J. Borland, personal communication, February 7, 2020). The purpose of this study was to determine if there were significant differences in academic achievement, attendance, and behavior between the two student groups who received either direct instruction or indirect instruction based on where the student elected to attend school. The population for this study consisted of all eligible English learner students for one school year. The literature reviewed for this study was analyzed to support the findings of this study and to understand English learner education and the impact on English learner students’ academic outcomes. From the data collected and analyzed, there were significant differences in the ACCESS and the MAP ELA assessment outcomes showing that students who received indirect instruction received higher scores than students who received direct instruction. There were no statistically significant differences between student groups on the MAP Math assessment, attendance rate, or discipline incidence rate.

Rights

Copyright 2020

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