| Long-term English learners (LTEL) have been in U.S. schools for 6+ years, but schools have failed to get these children to academic proficiency. The LTELs of Rigor High School (RHS), although attending a high-performing school, have been outperformed by their English-only and redesignated counterparts. To close this achievement gap, a modified gap analysis framework was used to identify the causes of LTEL underachievement at RHS and recommend research-based solutions.;First, the inquiry team considered the goals of RHS and identified gaps. Next, the team reviewed relevant literature, analyzed school data, and conducted interviews of school personnel. The team then hypothesized knowledge, motivation, and organizational causes for the gaps. The following six primary causes were identified: 1) need for improved goal alignment, 2) need for increased teacher collaboration, 3) lack of varied teaching strategies targeting LTELs, 4) placement options not meeting the needs of LTELs, 5) need for systemic support for LTELs, and 6) need to increase cultural capital. These causes were validated through second interviews.;While the dissertations of the entire inquiry team collectively offer solutions to the six causes identified, this dissertation focuses on solutions for only two causes. The first set of solutions offers a variety of teaching strategies targeting the needs of LTELs, including vocabulary development, building on prior knowledge and cultural background, and leading structured cooperative learning groups. The second set of solutions focuses on mainstreaming LTELs to resolve current problems arising from placing this student population in the same classes as beginning-level English learners. |
