Making the Mark: Characteristics of Successful Title III ELL Programs in Suburban Districts in Massachusett

The purpose of this research was to understand the organizational elements and external factors that were perceived to impact the success of the ESL programs in three Title III districts in Massachusetts. The researcher used a qualitative collective case study to understand the primary research question, what organizational and environmental elements do various stakeholders in highly successful suburban Title III districts in Massachusetts attribute to the success of the ESL program in their district? The researcher gathered data through interviews with administrators and focus groups with teachers in three Title III school districts in Massachusetts: Belmont Public Schools, Newton Public Schools, and Winchester Public Schools. The study found that in the three successful Title III districts, the districts employed highly qualified ESL teachers who collaborate together and with other educators to meet the needs of the English language learners, and the English language learners in the districts have support which extends beyond the school day. The findings of this study could inform other suburban Title III districts seeking to implement changes to their ESL program in order to meet accountability standards set by the No Child Left Behind Act.