Abstract
This paper examines if there is a significant difference in academic achievement for English language learners in Reading and Mathematics in three different school districts in Illinois and what programs are needed for Limited English Proficient (LEP ) students to close the achievement gap to be college ready. Data for this study was obtained from the archived Illinois Standards Achievement Test( ISAT) results data on the Illinois State Board of Education (ISBE) website. The electronic data was retrieved from three district achievements records in the subject areas of reading, and mathematics from 2012 to 2014 for 4 th and 7 th grades. The districts researched were City of Chicago SD 299, North Chicago SD 187, and Chicago Ridge SD 127. The aggregated nature of this data allows only a descriptive comparison of LEP versus Non-LEP ISAT performance. The findings of this study show that LEP students are far behind Non-LEP students in meeting the standards of the ISAT and therefore in their readiness for college. To remediate this gap, a variety of programs are provided, by law, in public schools to assist LEP students to learn English and to be more successful in meeting classroom requirements. Keywords: Limited English Proficient (LEP), Non- Limited English Proficient (Non-LEP), Illinois Standards Achievement Test (ISAT), Universal Design for Learning (UDL). DOI: 10.7176/JEP/12-3-11 Publication date: January 31 st 2021
Highlights
Introduction and RationalIn last two decades, the number of English language learners (ELL) joining public schools within America has increased
Panferov (2010) affirmed that ELL parental involvement has a positive correlation in ELL student learning and skill development
Data was gathered on the percentage of students meeting state standards on the Illinois State Achievement Test (ISAT) for Limited English Proficient (LEP) students versus Non-LEP students for reading and mathematics for the school years 2012 thru 2014
Summary
The number of English language learners (ELL) joining public schools within America has increased. Studies have shown that the academic achievement of the English language learners has and remains relatively lower. A study by Coleman and Goldenberg (2009) attributed limited language capabilities as a major factor that causes poor performance among the ELL students. Parent participation is increasingly becoming a part of the prerequisites for the ELL student success. Parental involvement has been proven as a compelling factor that has a direct impact on learner’s learning development (Wei & Zhou, 2012). Panferov (2010) affirmed that ELL parental involvement has a positive correlation in ELL student learning and skill development Parental involvement has been proven as a compelling factor that has a direct impact on learner’s learning development (Wei & Zhou, 2012). Panferov (2010) affirmed that ELL parental involvement has a positive correlation in ELL student learning and skill development
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