NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED516484
Record Type: Non-Journal
Publication Date: 2010
Pages: 91
Abstractor: As Provided
ISBN: ISBN-978-1-1097-7303-3
Evaluation of the Progress of Elementary English Learners at Daisyville Unified School District
Soto, Iztaccihuatl G.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of this study was to compare the academic proficiency levels on the California Standards Test (CST) in both English-Language Arts (ELA) and mathematics for English learners (EL) at the elementary schools in Daisyville Unified School District (DUSD) with that of ELs throughout California. DUSD is like many other districts in California, that are striving to find effective ways to educate students. The study specifically compared ELs by grade level (2nd-5th grade) at each elementary at DUSD to that of ELs by grade level (2nd-5th grade) on CST performance statewide. The results of the study uncovered distinct results in terms of EL proficiency in ELA and in mathematics. The majority of the EL students in grades 2 through 5 at the all elementary schools at DUSD varied dramatically on CST performance in ELA when compared to the ELs statewide and schools within the district. Two elementary schools outperformed their counterparts within the district and across the state. One school, unfortunately, significantly underperformed across grade levels within the district and when compared to ELs statewide. The other three elementary schools fluctuated in the percentage of EL students proficient in ELA. The results on the CSTs for mathematics at DUSD told a quite different story from the ELA results. Most of the schools performed at or above the EL state average on the CSTs in math. Three schools outperformed schools in the district and performed above the average of ELs across California. The other elementary schools were not too far behind in the percentage of EL students proficient in math. By comparing the academic achievement of EL students at DUSD with that of the ELs in California, this study provides an understanding of challenges districts are facing in addressing the academic achievement of ELs per the requirements of NCLB. This study contributes to the body of literature concerning the challenges of academic achievement for ELs and provides recommendations for possible approaches that address these issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California