| Across the nation, English language learner performance has not changed significantly over the past decade, particularly in New York City schools. This study examines the perceptions of administrators and teachers across four New York City middle schools regarding the degree in which their schools function as a learning organization and its relationship to performance on the NYSESLAT assessment. Peter Senge's five disciplines were used as the conceptual framework and each of the participants completed a forty question survey aligned with personal mastery, mental models, shared vision, team learning and systems thinking. The results indicate that administrator perceptions were more aligned with Senge's five disciplines as compared to teachers across each of the four schools. Additionally, the data indicate that the higher survey ranking the higher the overall mean score was on the NYSESLAT assessment. This data suggest that there is an alignment between the perceptions of the school as a learning organization and student outcomes. |
