Focus on Teacher Education for Closing English Learner Achievement Gap: A Study of One-Plus Model

• In Event: Finding Language for Linguistic Justice in Teacher Education

Abstract

This study assessed the effectiveness of a model of teacher preparation program (TPP) that infuses a focus on teaching English learners (ELs), the One-Plus model, by examining pre-service teachers’ (PST) effectiveness in narrowing EL achievement gaps and the rate of change in effectiveness over five semesters. It utilized archival teacher work sample (TWS) data with an n of 20,809 K-12 students who attended the 768 One-Plus PSTs. The results showed statistically significant EL achievement gap (βELs = -8.53, p < .001)) after controlling for students’ socioeconomic status, ethnicity, and disability status. There was an approximately 50% decrease in EL’s achievement gap after teaching intervention by One-Plus PSTs. Results also showed linear growth in students’ posttest scores during the study period.

Authors

• Nirmal Ghimire, University of Central Florida-Orlando

• Joyce Watson Nutta, University of Central Florida