Meeting the Literacy Needs of English Language Learners: A Case Study of the Responsiveness of District and School Reform Efforts in a North Carolina School District

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Sims, T. (2014). Meeting the Literacy Needs of English Language Learners: A Case Study of the Responsiveness of District and School Reform Efforts in a North Carolina School District. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

In response to increased focus on English Language Learners (ELLs), districts and schools have attempted to impact the academic performance of this group by engaging in improvement processes intended to increase achievement. The purpose of this study was to examine the responsiveness of a district's plans to improve literacy instruction to meet the needs of ELLs in response to federally required accountability provisions. The selected school district has been identified for Title III improvement for over four years due to the performance of ELLs and six of the district's schools have been designated focus schools as their achievement gap exceeds the state average. This case study analyzed the district and school plans developed to impact ELLs utilizing a template designed by the Institute of Educational Science (IES) at the United States Department of Education. The template is based upon research the IES identifies as having strong evidence to impact the achievement of ELLs in literacy.

Details
Author

Sims, Timothy

Title

Meeting the Literacy Needs of English Language Learners: A Case Study of the Responsiveness of District and School Reform Efforts in a North Carolina School District

Physical Description

1 online resource (147 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

In response to increased focus on English Language Learners (ELLs), districts and schools have attempted to impact the academic performance of this group by engaging in improvement processes intended to increase achievement. The purpose of this study was to examine the responsiveness of a district's plans to improve literacy instruction to meet the needs of ELLs in response to federally required accountability provisions. The selected school district has been identified for Title III improvement for over four years due to the performance of ELLs and six of the district's schools have been designated focus schools as their achievement gap exceeds the state average. This case study analyzed the district and school plans developed to impact ELLs utilizing a template designed by the Institute of Educational Science (IES) at the United States Department of Education. The template is based upon research the IES identifies as having strong evidence to impact the achievement of ELLs in literacy.

Genre

doctoral dissertations

Subjects--Topics

English language--Study and teaching--Foreign speakers

Degree

Ph.D.

Subject Area

Curriculum & Instruction

Advisor(s)

Medina, Adriana

Committee Members

Mraz, Maryann
Salas, Spencer
Smith, JaneDiane
Wakeman, Shawnee

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Sims_uncc_0694D_10615

Permalink

http://hdl.handle.net/20.500.13093/etd:1571