Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Kiriakidis

Abstract

Due to low English language arts (ELA) state test scores among Hispanic students, district administrators in a Title I identified school district implemented a new literacy policy that included both supplemental education services for Hispanic students (SES-HS) and professional development in cultural and linguistic instructional practices (CLIP) for ELA teachers. But the ELA state test scores for Hispanic students who received the SES-HS and CLIP services had not been studied to see if there was any improvement related to the CLIP-HS training. The purpose of this study was to examine the difference in Hispanic students’ ELA scores before and after CLIP-HS PD and SES-HS. Vygotsky’s social development theory grounded this study. A convenience sample of 111 Hispanic students who participated in the SES-HS program over a 6-year period (2016-2021) were collected as the students progressed from Grades 7-12. A t test was used to compare the average ELA test scores of each student for the 3 years (2016-2018) before the CLIP-HS PD, and average ELA test scores of the same students for the 3 years after (2019-2021). The results, t(110) = 16.53, p < .001, indicated that ELA scores after the CLIP-HS PD was introduced were significantly higher (M = 53.18, SD = 33.89) than before the ELA teacher training. Based on these findings, a recommendation was made for school leaders to offer the CLIP-HS PD for all teachers and to continue the SES-HS initiative. Positive social change accrues when ELA proficiency supports the academic success of students.

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