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Investigating How Demographic Factor...

Skinner, Trudell Jones.

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Investigating How Demographic Factors Impact Academics and Behavior of English Language Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating How Demographic Factors Impact Academics and Behavior of English Language Learners./
Author:	Skinner, Trudell Jones.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	110 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Multicultural education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27540779
ISBN:	9781392639399

Investigating How Demographic Factors Impact Academics and Behavior of English Language Learners.
Skinner, Trudell Jones.

Investigating How Demographic Factors Impact Academics and Behavior of English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 110 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (Ed.D.)--Azusa Pacific University, 2019.

This item must not be sold to any third party vendors.

There is a persistent achievement gap between English Language Learners (ELLs) and English proficient (EP) students. Additionally, the ELL student population makes up a growing share of public school students (Kena et al., 2016). Educators and policy makers have a stake in improving the academic outcomes for ELL students. Studies have begun to identify the relationship of out-of-school factors (such as cultural norms and empowerment of families) on ELL achievement. Previous research identified several factors, such as access to medical care and food, family relations, and extended learning opportunities, that contribute to the achievement gap between ELL and EP students (Berliner, 2009). ELL students with additional risk factors (e.g., low-income family, single-parent income, and under-resourced school) are at a greater risk for underachievement than ELL students with protective factors such as dual-parent home and high levels of school engagement (Orecchia, 2014). The current study extended existing literature by examining how demographic factors, such as gender, ethnicity, socioeconomic status, language fluency, and special education, are related to ELL students' achievement and student behavior in a specific school district. Relationships between students' demographic variables within academic and behavior/social-emotional domains were analyzed. There were no significant differences in the academic outcomes identified for ELL and EP students in this study. ELL status also did not significantly predict the behavior of participants in this study. Findings demonstrate that ELL and EP students are performing at about the same levels in both the academic and behavior/social-emotional domains. Implications for practice that may inform resource allocations will be discussed.

ISBN: 9781392639399Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Academic domain

Investigating How Demographic Factors Impact Academics and Behavior of English Language Learners.
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500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
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520 $a There is a persistent achievement gap between English Language Learners (ELLs) and English proficient (EP) students. Additionally, the ELL student population makes up a growing share of public school students (Kena et al., 2016). Educators and policy makers have a stake in improving the academic outcomes for ELL students. Studies have begun to identify the relationship of out-of-school factors (such as cultural norms and empowerment of families) on ELL achievement. Previous research identified several factors, such as access to medical care and food, family relations, and extended learning opportunities, that contribute to the achievement gap between ELL and EP students (Berliner, 2009). ELL students with additional risk factors (e.g., low-income family, single-parent income, and under-resourced school) are at a greater risk for underachievement than ELL students with protective factors such as dual-parent home and high levels of school engagement (Orecchia, 2014). The current study extended existing literature by examining how demographic factors, such as gender, ethnicity, socioeconomic status, language fluency, and special education, are related to ELL students' achievement and student behavior in a specific school district. Relationships between students' demographic variables within academic and behavior/social-emotional domains were analyzed. There were no significant differences in the academic outcomes identified for ELL and EP students in this study. ELL status also did not significantly predict the behavior of participants in this study. Findings demonstrate that ELL and EP students are performing at about the same levels in both the academic and behavior/social-emotional domains. Implications for practice that may inform resource allocations will be discussed.
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