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Exploring the Relationship Between E...

Davis, Tyrone Jermaine.

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Exploring the Relationship Between Elementary School Status as Title I or Non-Title I, Student Status as English as a Second Language (ESL) or Non-ESL, Bilingual/ESL Teacher-Student Ratio, and Standardized Test Scores Amongst Fourth-Grade Hispanic Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Relationship Between Elementary School Status as Title I or Non-Title I, Student Status as English as a Second Language (ESL) or Non-ESL, Bilingual/ESL Teacher-Student Ratio, and Standardized Test Scores Amongst Fourth-Grade Hispanic Students./
Author:	Davis, Tyrone Jermaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	147 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
Contained By:	Dissertations Abstracts International83-08A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28962521
ISBN:	9798780646754

Exploring the Relationship Between Elementary School Status as Title I or Non-Title I, Student Status as English as a Second Language (ESL) or Non-ESL, Bilingual/ESL Teacher-Student Ratio, and Standardized Test Scores Amongst Fourth-Grade Hispanic Students.
Davis, Tyrone Jermaine.

Exploring the Relationship Between Elementary School Status as Title I or Non-Title I, Student Status as English as a Second Language (ESL) or Non-ESL, Bilingual/ESL Teacher-Student Ratio, and Standardized Test Scores Amongst Fourth-Grade Hispanic Students. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 147 p.

Source: Dissertations Abstracts International, Volume: 83-08, Section: A.

Thesis (Ph.D.)--Trident University International, 2022.

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

The purpose of this quantitative study was to examine whether English as a Second Language (ESL) Hispanic students, attendance at Title I or Non-Title I schools, and percentage of Bilingual/ESL teachers on campus impacted academic performance as measured by standardized tests. With a rapidly expanding Hispanic population in Texas, it was prudent to investigate how the population increase impacts K-12 public-education schools relative to bilingual instruction programs. Hence, this study focused on Texas public-education schools within an urban school district and consists of archived, secondary data from the State of Texas Assessments of Academic Readiness (STAAR) examination. Bronfenbrenner's Socio-Ecological Model served as the theoretical framework for this study and highlighted several factors that influence Hispanic students' academic performance. ANCOVA testing revealed a statistically significant effect of student gender, ESL program status, as well as the interaction between school type and ESL program status on reading scores while controlling for student gender and academic school year. Additionally, there was a statistically significant effect of student gender, school type, ESL program status, as well as the interaction between school type and ESL program status on writing scores while controlling for student gender and academic school year. The findings of this study may inspire constructive changes in Bilingual education policy, Title I funding allocations, Bilingual/ESL teacher certifications and hiring decisions, classroom intervention strategies, and Title I program determination decisions.

ISBN: 9798780646754Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Bilingual education

Exploring the Relationship Between Elementary School Status as Title I or Non-Title I, Student Status as English as a Second Language (ESL) or Non-ESL, Bilingual/ESL Teacher-Student Ratio, and Standardized Test Scores Amongst Fourth-Grade Hispanic Students.
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520 $a The purpose of this quantitative study was to examine whether English as a Second Language (ESL) Hispanic students, attendance at Title I or Non-Title I schools, and percentage of Bilingual/ESL teachers on campus impacted academic performance as measured by standardized tests. With a rapidly expanding Hispanic population in Texas, it was prudent to investigate how the population increase impacts K-12 public-education schools relative to bilingual instruction programs. Hence, this study focused on Texas public-education schools within an urban school district and consists of archived, secondary data from the State of Texas Assessments of Academic Readiness (STAAR) examination. Bronfenbrenner's Socio-Ecological Model served as the theoretical framework for this study and highlighted several factors that influence Hispanic students' academic performance. ANCOVA testing revealed a statistically significant effect of student gender, ESL program status, as well as the interaction between school type and ESL program status on reading scores while controlling for student gender and academic school year. Additionally, there was a statistically significant effect of student gender, school type, ESL program status, as well as the interaction between school type and ESL program status on writing scores while controlling for student gender and academic school year. The findings of this study may inspire constructive changes in Bilingual education policy, Title I funding allocations, Bilingual/ESL teacher certifications and hiring decisions, classroom intervention strategies, and Title I program determination decisions.
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