Thesis

Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study

ABSTRACT
 USING CLASS-SIZE REDUCTION AS A TOOL TO CLOSE THE
 ACHIEVEMENT GAP FOR ELL STUDENTS FROM A LOW
 SOCIO-ECONOMIC BACKGROUND: A ONE SCHOOL
 CASE STUDY
 by
 La Tonya E. Cruthird
 Master of Arts in Education
 Curriculum and Instruction Option
 California State University, Chico
 Spring 2011
 The study investigates whether or not class-size reduction was a key factor
 in helping English language learners close the academic achievement gap, or if other
 factors were involved. Other factors that could have affected student achievement were
 implementation and resource allocation, teacher qualifications, classroom practices,
 parental involvement, and student motivation. Hypothesis 1 stated that class size
 reduction does play a part in helping English language learners achieve proficiency in
 English language arts and mathematics. Hypothesis 2 stated that a change in curriculum
 and how the curriculum is presented can affect the academic achievement of English
 language learners. Hypothesis 3 stated that class size influences behavior. The results
 supported the first hypothesis. The second hypothesis was supported. The results
 supported the third hypothesis.

ABSTRACT USING CLASS-SIZE REDUCTION AS A TOOL TO CLOSE THE ACHIEVEMENT GAP FOR ELL STUDENTS FROM A LOW SOCIO-ECONOMIC BACKGROUND: A ONE SCHOOL CASE STUDY by La Tonya E. Cruthird Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2011 The study investigates whether or not class-size reduction was a key factor in helping English language learners close the academic achievement gap, or if other factors were involved. Other factors that could have affected student achievement were implementation and resource allocation, teacher qualifications, classroom practices, parental involvement, and student motivation. Hypothesis 1 stated that class size reduction does play a part in helping English language learners achieve proficiency in English language arts and mathematics. Hypothesis 2 stated that a change in curriculum and how the curriculum is presented can affect the academic achievement of English language learners. Hypothesis 3 stated that class size influences behavior. The results supported the first hypothesis. The second hypothesis was supported. The results supported the third hypothesis.

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