An examination of the effectiveness of English language learner programs at the elementary level

The focus of this mixed-method study was to examine program quality indicators and academic achievement of English language learners in four comparable school districts serving similar populations of minority language speakers. An approach to local program assessment was utilized for this study that relied on quality indicators of successful ELL programs identified through a review of the literature. Quantitative data included standardized achievement results from two sources and survey data from the parents of ELL students. Qualitative data included interviews of program directors, teachers, and parents of ELL students from each of the participating districts. Analysis showed each of the districts produced academically high-achieving ELL students as well as evidence of many of the identified quality indicators in each district. Recommendations include further development of locally based, comprehensive, and ongoing assessment utilizing multiple indicators of academic achievement and student well-being rather than focusing on comparisons of program models.