Teacher and School Practices as Predictors of Reading Proficiency and Language Acquisition for English Learners

• In Event: Roundtable Session 19
  In Roundtable Session: Second Language Research and Pedagogy

Abstract

Research was conducted to identify predictive teacher and principal school practices that positively impact reading proficiency of all students as measured by the California State Test (CST) and reading language acquisition for English Learners (EL) as measured by the California English Language Development Test (CELDT) in grades 3, 4, and 5. This quantitative study utilized multilevel regression models to examine these relationships. The findings indicated that teachers and principals varied in their perceptions, and although data patterns were inconsistent, some generalization emerged by grade level and from current state student achievement trends. Most significant teacher practices appear to be in grade 4 while significant principal perceptions about practices increase each year.

Authors

• JoDee L. Marcellin, Sanger Unified School District

• Susan M. Tracz, California State University - Fresno