Meeting the Literacy Needs of English Language Learners: A Case Study of the Responsiveness of District and School Reform Efforts in a North Carolina School District

1 online resource (147 pages) : PDF

2014

University of North Carolina at Charlotte

In response to increased focus on English Language Learners (ELLs), districts and schools have attempted to impact the academic performance of this group by engaging in improvement processes intended to increase achievement. The purpose of this study was to examine the responsiveness of a district's plans to improve literacy instruction to meet the needs of ELLs in response to federally required accountability provisions. The selected school district has been identified for Title III improvement for over four years due to the performance of ELLs and six of the district's schools have been designated focus schools as their achievement gap exceeds the state average. This case study analyzed the district and school plans developed to impact ELLs utilizing a template designed by the Institute of Educational Science (IES) at the United States Department of Education. The template is based upon research the IES identifies as having strong evidence to impact the achievement of ELLs in literacy.

doctoral dissertations

English language--Study and teaching--Foreign speakers

Ph.D.

Curriculum & Instruction

Medina, Adriana

Mraz, Maryann
Salas, Spencer
Smith, JaneDiane
Wakeman, Shawnee

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

Sims_uncc_0694D_10615

http://hdl.handle.net/20.500.13093/etd:1571