A logistic regression analysis of factors contributing to the English language gain of non-English speaking high school students in a newcomer program

Many school districts have started to develop newcomer programs. These programs are being perceived as the solution to the complex issue of the education of secondary non-English-speaking (NES)students. Programs must be based on a sound educational theory. Because issues related to education of newcomer NES high-school students are so urgent, quick-fix reactionary approaches to NCLB mandates in the form of these programs necessitate a rigorous inquiry about these programs. Only by investigating English language gain of NES students in one such program, we can inform the decisions that educators and policymakers must make.; NCLB mandates annual testing of all English language learners (ELLs), including NES students, and demands increase in their English language proficiency. There are controversial opinions in the field regarding the use of assessments for ELLs. However, utilizing the results from the assessments that have been specifically designed for ELLs, the present study adds to the field knowledge. Furthermore, language gain is a dynamic process and a number of factors can be examined as to their potential contribution in such a process. In addition to programmatic interventions, gender roles, student's home language, school sites, age/grade level can be such factors influencing language gain. Investigating a contribution of these factors in the language gain of NES high school ELLs within the context of a newcomer program, the present study developed a model that could provide a framework for local inquiry, as well as, assist in policy questions at the state and the federal levels.; The present study took place in a large suburban school district in Texas. It examined the influence of gender, home language, grade level, high school attended and the newcomer program participation on English oral language gain and English reading gain of NES high-school students. It was hypothesized that these factors would influence the likelihood of English language gain of the NES students under study. In addition, it was further hypothesized that English oral language gain would contribute toward English reading gain for these students.; Data consisted of a total of 338 student records including English oral and reading assessments. Data analysis employed the statistical procedure of logistic regression. Three levels of analyses were performed in order to provide evidence of the validity of the hypothesized framework. In a hierarchical stepwise process, conceptually driven blocks of variables were analyzed as to the validity and unique contribution of each in predicting the language gain. To ensure a thorough analysis, the study incorporated the following indicators of fit: G2, pseudo R2, and the proportion of cases correctly predicted (PCP). Each variable in the blocks was examined as to whether it was statistically significant in predicting the likelihood of English language gain. This was determined by calculating the individual coefficient estimates and the corresponding standard error for each of the estimates within the statistically significant blocks of the model. Beta weights were used in order to compare the contributions of each variable. Additionally, an odds ratio was calculated to reveal the odds of a change in ELL English oral or reading gain. Odds ratios were used only on those parameters found significant in the model.; Analysis revealed three significant factors (i.e. newcomer program participation, high school attended, and grade level) contributing toward English oral language gain and three significant factors (i.e. home language, grade level, and English oral language gain) influencing English reading gain of the NES high school students. Results pointed out that attending the newcomer program decreased the likelihood of English oral language gain of NES high school students. Furthermore, in a comparison of NES students attending one of the seven high schools in the district, NES students attending two high schoo...