How 12th-Grade English Learners Selected Instructional Models During the COVID-19 Pandemic

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Fighting for Educational Equity Within a Global Pandemic (Table 26)

Abstract

This quantitative study proposed to examine factors that correlate to Grade 12 English learners’ (ELs') selection of instructional delivery models during the school year 2020-2021 and the COVID-19 pandemic. Secondary data from one large school district in South Florida were analyzed related to background and contextual factors that may have influenced ELs’ choice of model to successfully complete their senior year of high school and meet graduation requirements. These factors included student background, achievement scores, and school demographics. Local education agencies must ensure ELs continue to have equal access to academic grade-level content through high-quality instruction, and state agencies should develop guidance on how to best do this in remote teaching contexts.

Authors

• Carla Huck, Florida Gulf Coast University

• Jingshun Zhang, Florida Gulf Coast University