Comparative evaluation of English language learner student achievements in twenty-one inner city urban schools

In the past 2 decades the United States has become more ethnically and linguistically diverse due to the influx of immigrant residents. The increase in immigrant residents has directly affected urban demographics and the services needed to support the community. The greatest community service cause/effect relationship has been seen in the public educational system. The rapid growth in diversity demographics has created a lack of appropriate resources in the public school system to support 21st-century English Language Learners (ELLs).; Alongside the demographic change is the latest educational reform movement: standards-based education (SBE). Most recently, SBE has been heightened as standards are coupled with increased value assigned to standardized test the results as outlined in the No Child Left Behind Act of 2001. Student achievement data consistently reveal a persistent gap in underachievement rates between ELL students and majority students in urban schools.; This study sought to answer three guiding questions related to achievement of ELLs: (1) What is the difference in ELL student achievement performance as measured on the STAR: CST assessment between MUSD and PUSD schools? (2) What is the difference in ELL student achievement performance as measured on the STAR: CELDT assessment between MUSD and PUSD schools? (3) How do school sites ensure that ELLs have access to a standards-based high-quality education?; The study findings revealed statistically significant differences in ELL student achievement in one study district over the other as measured by the STAR: California Standards Test (CST) and STAR: CELDT assessments. Overall ELL achievement levels for both districts were steadily improving during the time span examined (2003 to 2006) but were still a considerable distance from the 2014 target of 100% proficiency mandated by NCLB, suggesting that both districts will be challenged to meet these targets on time.; Urban public school systems must develop a systemic support system for the ELL to meet the Constitutional guarantees of equal access to quality education in the new age of accountability expectations.