The Effect of an English Language Learner Program on Student Achievement Outcomes in Language, Reading, and Math

The purpose of the study was to determine the reading, math, and language proficiency outcomes of 4th-grade through 7th-grade students with limited English proficiency following nearly two years or more of instruction in the English Language Learner Program (ELL) and concurrent general education studies.;The maximum accrual for this study was students (N = 31) participating in the research school districts English Language Learner Program. The independent variables for this study were three student groups representing students who were identified as limited English proficient and who had participated in the ELL Program and general education program. Study participants in the first arm (n = 4) were limited English proficient students whose language proficiency at the time of entrance to the ELL Program was at the beginning level (Levels 1 and 2). Study participants in the second arm (n = 10) were limited English proficient students whose language proficiency at the time of entrance to the ELL Program was at the intermediate level (Level 3). Study participants in the third arm (n = 17) were limited English proficient students whose language proficiency at the time of entrance to the English Language Learner Program was at the advanced level (Levels 4 and 5). The results of the study supported the effectiveness of the ELL Program and concurrent general education studies in successfully preparing students to participate meaningfully in the general education program.;Used with other research concerning effective programs for English learners, this study can help inform practitioners in planning and implementing successful ELL programs in local districts.