Academic Achievement for English Language Learners in Rural Secondary Schools: Case of Clinton County, Indiana

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-16 - Multicultural/Multiethnic Education: Policy and Practice for Language Learners

Abstract

The present study looks at the secondary schools of Clinton County Indiana and analyzes the relationship between foundational characteristics and students’ performance. In educational contexts, students’ foundational characteristics such as race, gender, cultural, social-economic and linguistic background, play an important role in their school achievement/success (Banks, 2010; Berlak, 2001; May & Sleeter, 2010). Multi-linear regression is performed on four years of data from 2010-11 to 2013-school years to examine the impact of ELL programs on student achievement while controlling for socioeconomic factors. This study brings out the need for teachers to be sensitive to the diverse population of learners they may encounter in the classroom, so as to guarantee suitable pedagogic practices that lead to the success of their students.

Authors

• Amir Y. Ahmadi, Purdue University

• Fabio Andres Parra Martinez, Purdue University

• Jonah Polley, Purdue University