| Many English language learner (ELL) students have failed to pass exit exams in a southwest high school. ELL students are required to pass state accountability exams to graduate. The purpose of this case study was to investigate the dynamics of improved learning and exit exam passing rates in a high school in the southwest United States with a large number of ELL students. Constructivist learning theory was the conceptual framework for the study. Curriculum, instruction, parental involvement, peer influence, and mentoring were examined in relation to student success. Semistructured interviews were conducted with 21 parents, mentors, and teachers of ELL students who passed all portions of their state accountability exam. Interview data were transcribed and coded for emergent themes and patterns. According to study findings, key influences to passing exam scores included having self-motivation; the support of parents, coaches, and teachers; and involvement in the ELL program, the Advancement via Individual Determination program, the sports program, the elementary bilingual program, extracurricular clubs and activities, and independent study. Based on these findings, an after-school program was designed to involve parents, encourage school activities, and use best strategies to teach ELLs. Positive social change implications include improved teaching strategies and student study habits for ELLs that could lead to better college and employment opportunities. |
