A Study of the Predictors of Academic Success of High School English Language Learners in One Tennessee Urban School DistrictReport as inadecuate

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Online Submission, Ed.D. Dissertation, Tennessee State University

In consideration of the widening achievement gap between native English speaking and non-English speaking students, the purpose of this study was to determine whether a predictable relationship exists between the academic achievement of English language learners (ELLs) and their background variables. Specifically, this study examined differences in gender, SES (based on free and reduced lunch), ethnicity, length of residence in the USA, and first language, and studied whether any associations existed between these factors and the ELLs' academic performance, as measured by Gateway scores in English II and Algebra I. Intermediate ELL students, grades nine through twelve, who attended schools in a Tennessee Metropolitan School District were the subjects of this study. The study used the archival data of Gateway scores from 2004-2007. Simple linear regression analyses and Analyses of Variance were conducted to test whether there was any association between the variables and the English language learners' performance on the Gateway exams. There were no significant associations between gender and academic achievement or between length of residence in the USA and academic achievement. However, significant differences were found based on the first language and ethnicity of the English language learners. Appended are: (1) ANOVA Table for First Language; and (2) ANOVA Table for Ethnicity. (Contains 10 tables and 3 figures.)

Descriptors: Achievement Gap, Urban Schools, Ethnicity, Academic Achievement, Program Effectiveness, Regression (Statistics), School Districts, Predictor Variables, English (Second Language), Second Language Learning, Student Characteristics, Correlation, Gender Differences, Socioeconomic Status, Immigrants, Algebra, English Instruction, High School Students, Native Language, Exit Examinations

Author: Sekar, Sharada

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4373&id=ED525546

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