This research study addressed a gap in literature regarding academic college readiness of English learners (ELs). The Preliminary Scholastic Aptitude Test 8/9 (PSAT 8/9) was utilized to analyze the college readiness of English learners (ELs) in one large urban school district (LUSD) in Central Florida. The study analyzed if there were differences in achievement scores in mathematics and evidence-based reading and writing (EBRW) scores of Grade 9 ELs, non-ELs, and ELs with disabilities. Student Grade 9 PSAT scores from the 2016-2017 school year through the 2021-2022 school year were examined (N = 53,105). Results from the study demonstrated differences in the college readiness of ELs and non-EL Grade 9 students with non-ELs demonstrating higher achievement. Results of this study can be used by comparable school districts to provide earlier intervention and additional supports for ELs support in the development of academic college readiness.

This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann-Whitney U test was used to compare pre-survey results between PSETs who had and PSETs who had not taken advanced coursework or participated in student teaching. With the exception of the subscale, Attitude Towards ELs in the Classroom, results revealed no statistical difference between the two groups. At the same time, qualitative, open-response questions revealed PSETs who had participated in advanced coursework and student teaching seemed to have a deeper understanding of ELs' instructional and linguistic needs. Contributions to the literature are presented which may help in designing teacher preparation programs to increase PSETs' sense of preparedness to better serve ELs with disabilities.