| Owner: |
Rik Lamm
|
| Owner Email: |
lammx020@umn.edu
|
| Paper Title: |
The Effect of Teachers and Schools on English Language Growth Scores
|
| Session Title: |
Critical Elements in Language Teaching and Learning (Table 17)
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| Paper Type: |
Roundtable Presentation
|
| Presentation Date: |
4/14/2023
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| Presentation Location: |
Chicago, IL
|
| Descriptors: |
English Learner, Measurement
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| Methodology: |
Quantitative
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| Author(s): |
Rik Lamm, University of Minnesota; Julio Caesar, Bloomington Public Schools; David J. Heistad, Bloomington Public Schools; Michael C. Rodriguez, University of Minnesota
|
| Unit: |
SIG-Second Language Research
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| 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.
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| DOI: |
https://doi.org/10.3102/2017843
|