The Effect of Teachers and Schools on English Language Growth Scores

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Critical Elements in Language Teaching and Learning (Table 17)

Abstract

English Language Learners in the US face many challenges and one way to confront these challenges is to help them transition out of the English Learner programs quickly and successfully. This is done with achieving adequate levels in the ACCESS assessments. Using Social and Emotional Learning (SEL) information from the Minnesota Student Survey, we analyzed the effects of developmental skills and supports on ACCESS growth scores. Using Hierarchical Linear Modeling, we show that the support or Teacher and School Support had a significant effect on student language growth scores. This finding shows that when students feel that they are supported and provided with resources, they can succeed.

Authors

• Rik Lamm, Bloomington Public Schools
  Presenting Author

• Julio Caesar, Bloomington Public Schools
  Non-Presenting Author

• David J. Heistad, Bloomington Public Schools
  Non-Presenting Author

• Michael C. Rodriguez, University of Minnesota
  Non-Presenting Author