| The purpose of this quasi-experimental study was to describe, analyze and develop solutions for the performance gap for English-language learners at Aviles Elementary who had not achieved grade-level proficiency on the English-Language Arts portion of the California Standards Test (CST). Multiple interventions were developed and implemented to improve the academic achievement of all students, especially English-language learners, on the CST-ELA. The theoretical framework focused on performance improvement research (Barr & Parrett, 2007; Clark & Estes, 2002; Hill & Flynn, 2006; Marzano, 2003). At the heart of the research problem was the question: Are the multiple interventions implemented at Aviles Elementary making a difference in the achievement of English-language learners?;A mixed-methods approach for data collection was used to provide evidence for summative and formative evaluation purposes. The summative evaluation included a pre/post independent groups design using Aviles Elementary and a comparison group using a higher performing school, Gonzalez Elementary. The formative evaluation design included unobtrusive interviews, observational fieldwork through participant and non-participant observations, and analysis of existing documents utilizing the evaluation model developed by Kirkpatrick and Kirkpatrick (2006).;The results provided insight into the effectiveness of the multiple interventions and their impact on student achievement at Aviles Elementary. An analysis of quantitative data was undertaken to assess statistical and practical significance. Student performance was measured on the CST-ELA in Spring 2006 and 2007. Performance bands on the CST-ELA were coded on a 0-4 scale including Far Below Basic (0), Below Basic (1), Basic (2), Proficient (3), and Advanced (4). Statistical and practically significant improvement was noted at Aviles Elementary for five categories of students; namely, second, third, and fourth grades, Hispanic or Latino, and English-Learners subgroups.;The qualitative results demonstrated a renewed sense of urgency for grade-level teams to participate in collaborative structures for planning, problem-solving, and decision-making for improving instruction and learning. The findings illustrated the commitment and determination of the staff to do whatever it takes to raise the achievement of students resulting in greater numbers of English learners experiencing academic success. |
