Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2016
EDTF Date Created
2016
Description
The primary purpose of the study was to examine the relationship between
Haitian-Creole and Spanish-speaking English Language Learners students’ number of
years in the ELL program and their academic achievement as indicated by performance
on the third-grade Florida Comprehensive Achievement Test Reading. This study also
sought to determine if elementary school size (total student population), ELL student
count (total number of ELL students in a school), school socioeconomic status
(percentage of free and reduced lunch), student gender, and student home language
(Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test
moderate the relationship.
The study included data analysis using quantitative methods for the 141
elementary schools in school district. A bivariate correlation of the Pearson Correlation
value (r = -.021, p > .05) was used to test the relationship between the number of years in
the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count,
school SES, student gender, student home language, individual SES, and IPT individual
score). Later, a multiple regression was used to test the moderation hypotheses.
The study found that the degree of relationship between the number of years
students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking
English Language Learner students is higher as SES increases. As SES
decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as
Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students.
Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84%
who scored a level 1-2 (non-proficient). The study reveals a need for further research to
investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s
achievement.
Haitian-Creole and Spanish-speaking English Language Learners students’ number of
years in the ELL program and their academic achievement as indicated by performance
on the third-grade Florida Comprehensive Achievement Test Reading. This study also
sought to determine if elementary school size (total student population), ELL student
count (total number of ELL students in a school), school socioeconomic status
(percentage of free and reduced lunch), student gender, and student home language
(Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test
moderate the relationship.
The study included data analysis using quantitative methods for the 141
elementary schools in school district. A bivariate correlation of the Pearson Correlation
value (r = -.021, p > .05) was used to test the relationship between the number of years in
the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count,
school SES, student gender, student home language, individual SES, and IPT individual
score). Later, a multiple regression was used to test the moderation hypotheses.
The study found that the degree of relationship between the number of years
students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking
English Language Learner students is higher as SES increases. As SES
decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as
Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students.
Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84%
who scored a level 1-2 (non-proficient). The study reveals a need for further research to
investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s
achievement.
Language
Type
Form
Extent
97 p.
Subject (Topical)
Identifier
FA00004654
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2016.
FAU Electronic Theses and Dissertations Collection
Date Backup
2016
Date Created Backup
2016
Date Text
2016
Date Created (EDTF)
2016
Date Issued (EDTF)
2016
Extension
FAU
IID
FA00004654
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Educational Leadership and Research Methodology
Person Preferred Name
Augustin, Ducarmel S.
author
Graduate College
Physical Description
application/pdf
97 p.
Title Plain
An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program
Use and Reproduction
Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2016
2016
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program
Other Title Info
An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program