Thesis advisor: Mary Walsh / Recognizing the increasing numbers of English language learner (ELL) students in U.S. public schools and the persistent achievement gap between ELL and English proficient (EP) students, school systems must adapt to better support ELL students (August et al., 2009; García et al., 2009). Previous research has focused primarily on the role of bilingual versus English-only instruction on the achievement of ELL students. Within the framework of developmental systems theory (e.g., Cicchetti, 2006; Lerner, 2012; Masten, 2007; Overton, 2011), the current study extended existing literature by examining how several non-academic factors are related to ELL students' achievement. Utilizing data from City Connects, an innovative school-based intervention that has found improvement in ELL achievement over time, this study sought to identify unique pathways through which the academic outcomes of ELL students can be promoted. Relationships between students' needs and strengths within four developmental domains (academic, behavioral/social-emotional, health, and family) and achievement were examined. Significant differences in the needs and strengths identified for ELL and EP students were found. ELL status also significantly moderated the relationships of needs/strengths and achievement in several developmental domains. Findings support a developmental systems understanding of achievement as a key dimension of children's development. Implications for school-based interventions and education policy are discussed. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_104085 |
| Date | January 2014 |
| Creators | Orecchia, Amy |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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