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ERIC Number: EJ1086395
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1056-3997
The Impact of Educational Policy on English Learners in a Rural Indiana School Corporation
Burke, April M.
Mid-Western Educational Researcher, v27 n4 p317-338 2015
Indiana English learners (ELs) constitute a rapidly growing portion of the state's school-aged population, and those classified as limited English proficient are low performers on the state test. The purpose of this embedded mixed methods study was to understand how school personnel respond to accountability mandates, interpret test scores, and make decisions on behalf of ELs. Interviews were conducted with four administrators and three EL teachers from a rural Indiana school corporation (i.e., school district) with one of the state's largest EL populations. In addition, four years of student test scores from the corporation were analyzed. Findings indicate that in response to accountability mandates, school personnel implemented numerous changes, including working together to collectively analyze student test scores and ending sheltered English instruction in two schools. This study illustrates the importance of examining both student test scores and the experiences of educational professionals to understand the intended and unintended results of educational policies.
Mid-Western Educational Research Association. P.O. Box 34421, Chicago, IL 60634-0421. Tel: 419-372-7401; Fax: 419-372-2828; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A