The primary purpose of the study was to examine the relationship between
Haitian-Creole and Spanish-speaking English Language Learners students’ number of
years in the ELL program and their academic achievement as indicated by performance
on the third-grade Florida Comprehensive Achievement Test Reading. This study also
sought to determine if elementary school size (total student population), ELL student
count (total number of ELL students in a school), school socioeconomic status
(percentage of free and reduced lunch), student gender, and student home language
(Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test
moderate the relationship.
The study included data analysis using quantitative methods for the 141
elementary schools in school district. A bivariate correlation of the Pearson Correlation
value (r = -.021, p > .05) was used to test the relationship between the number of years in
the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count,
school SES, student gender, student home language, individual SES, and IPT individual
score). Later, a multiple regression was used to test the moderation hypotheses.
The study found that the degree of relationship between the number of years
students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking
English Language Learner students is higher as SES increases. As SES
decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as
Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students.
Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84%
who scored a level 1-2 (non-proficient). The study reveals a need for further research to
investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s
achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33730 |
| Contributors | Augustin, Ducarmel S. (author), Maslin-Ostrowski, Patricia (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 97 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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