The passage of Proposition 203 in Arizona in November 2000, virtually replaced bilingual education with a default program for English Language Learners--Structured English Immersion (SEI). The requirement is for nearly all instruction to be in English, with a minimal amount of the native language allowed. This mixed-method study chronicles the implementation of Proposition 203 in a local school district and examines its effects on instructional practices, student achievement, as well as on school climate and culture. Also described are the mitigating requirements of NCLB and Arizona Learns and their effect on instruction for ELL students.Eight teachers in grades K-3 in both SEI and bilingual education programs, and two elementary bilingual special education teachers participated in the study. Six of the ten total participants hold an endorsement in bilingual education. Student achievement data included an analysis of AIMS scores in reading, writing, and math for 2005 and 2006. Qualitative research methodologies were used to obtain classroom observation data. Teacher interviews consisted of open-ended questions related to teachers' understanding about Proposition 203 and its effects on their instruction and school climate.This study suggests that SEI has not been successful in raising student achievement and English proficiency to the levels its proponents had promised. High-stakes testing and other requirements of NCLB and Arizona Learns have exacerbated district attempts to expand bilingual education programs. The study concludes with a summary of continued challenges regarding effective ELL instruction and recommendations and proposed solutions from the literature and the field.

This qualitative study centered on science instruction and learning that occurred in a Title I elementary school in a suburban district in southeast Texas. Twelve teachers were interviewed in order to understand their perceptions of their classroom practices in terms of science instruction and learning for English Language Learners (ELL). This study also analyzed information gathered from teacher lesson plan and classroom observations. The participants' awareness of the instructional practices necessary for ELL student achievement in science was evident through analysis of interview transcripts. However, after observation of actual classroom instruction, it became apparent that the teaching and learning in most classrooms was not reflective of this awareness. This study proposes that this disconnect may be a result of a lack of quality professional development available to the teachers. The study also outlines and describes the characteristics of quality professional development and its relationship to focused instruction and continuous student improvement.

Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins’ Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the Florida Department of Education (FLDOE) on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students’ entire high school experience from 9th to 12th grade. Student Florida Comprehensive Assessment Test (FCAT) scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students’ overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins’ Linguistic Interdependence concept, as First Language (L1) maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical iv proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders’ political views on the education of minority students. Therefore, future studies may examine stakeholders’ involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.

Optimal investment in human capital through effective K-12 schooling is critical for building a productive work force. This investment is particularly important for minority and low income students. My dissertation uses econometric techniques to analyze the effects of different educational programs on the academic achievement of elementary and middle school students in Arizona. The first essay evaluates the effect of Arizona's new English program, the 4-hour ELD block, on the achievement of students. In the 2008-2009 academic year, Arizona law required that English Language Learner (ELL) students to be separated from their native English-speaking peers and interact in the same classroom for 4-hour per day with other ELL students. In this study dynamic panel data methods and regression discontinuity design are employed to analyze the effect of the 4-hour ELD block program on the academic achievement of students. Using data from one school district during the school years 2006 to 2010, this study shows that this new program did not have a notable effect on the state-wide test scores of ELL students. The second essay assesses the long-run and short-run effects of Teacher Incentive Fund (TIF) program in Arizona. The TIF program is a nationwide performance-based compensation plan that provides incentives to teachers based on the student performance. The TIF program started in Arizona in the 2007-2008 school year and targets high need schools. Using a panel data set from 2006-2007 to 2010-11 school year, the effect of the TIF program on the achievement of students is estimated using the difference-in-difference method. Comparing the short-run and long run effect of this program indicates that the long-run effect is greater than that of the short-run. Finally, by utilizing a rich set of panel data from 2006-2007 to 2010-2011 school years, the third essay studies the raw and value-added achievement gap between first and second-generation students with native students. This study shows that native students outperform both groups of immigrant students in reading and math tests. Within immigrant students, second-generation students outperform first-generation students in reading but not in math, while the achievement growth of the second-generation students has a slower pace.

This research examines the discourses that impact the teachers of ELL teachers within their instructional practices, their school environment, and a wider educational system. Interviews, observations, and focus groups of twelve teachers at two elementary schools in the Pacific Northwest provide the data for this grounded theory approach that uncovers eleven themes using the tools of situational analysis and discourse analysis. The discourses of congruency, collaboration, trust and awareness are a few that emerged from this study. Although presented as separate, the nature of discourse is that they are interconnected and dependent on each other, highlighting the complexity of teachersʼ worlds. The impact of these discourses impacted both teacher agency and school collaboration for teachers, administrators, and teacher educators. / Graduation date: 2012

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