Current Search: Augustin, Ducarmel S. (x)
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Title
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An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
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Creator
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Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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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...
Show moreThe 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.
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Date Issued
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2016
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PURL
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http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
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Subject Headings
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English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
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Format
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Document (PDF)
