Evaluating Programming, Performance, and Perspectives in Pursuing Progress for English Language Learners

Abstract

The demographic composition of America’s population has changed significantly over the past several decades which is reflected in classrooms that are culturally and linguistically more diverse. In particular, the rapidly growing population of non-native English speaking students has highlighted the need for language instruction programs to increase linguistic proficiency outcomes and close pervasive gaps in academic achievement in comparison to native English speaking students. Title III of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the Every Student Succeeds Act of 2015 (ESSA), requires that local education agencies (LEAs) as guided by state education agencies (SEAs), provide language instruction programs that ensure equitable access to core curricula and academic achievement for identified students. To comply with the federal and state regulations, language instruction programs must be based on sound theory and be effective in producing appropriate linguistic and academic results for English learners (ELs). The purpose of this study was to determine the extent to which a school district’s language instruction program met the seven dimensions of the Promoting Excellence Appraisal System (PEAS), a theoretical framework for assessing the effectiveness of programming for English Language Learners (ELLs). Evaluated in this study were data collected from document reviews, classroom observations, educator surveys, and extant student data. It was found that there were varying degrees of deficiencies, ranging from severe to moderate, in five of the dimensions. Recommendations were offered for the areas of leadership, professional development, and instructional program design and implementation.