High school English language students' perceptions regarding the effectiveness of English Language Development services
This study was conducted to determine the perceived effectiveness of high school English Language Development services. A survey consisting of 14 statements was distributed to 50, 9th through 12th grade students. All surveys were returned and analyzed using a chi square goodness of fit. The analysis showed a statistical difference at the .05 level of significance in the distribution of responses of students in regards to discussing ELD reclassification with their parents, addressing academic concerns to their other teachers, and being encouraged to express themselves in the school or other classes. A majority of the students indicated that they do not talk with their parents regarding their academic progress in other classes, or the redesignation progress from the ELD program. A majority of the participants indicated that they do not talk with their ELD instructor about their academic grades or redesignation from the ELD program. A majority of the participants indicated that the school communicates with their parents frequently in their native language. A majority of the participants disagreed or strongly disagreed that mainstream subject matter teachers talk with them about their academic progress. The EL students selected were convenient at one high school district because this researcher had access to the students to determine their perceptions regarding the effectiveness of the EL services that they receive at their high school. Therefore, the results may not go beyond the students that were studied. Specifically, the results showed that improving communication between the school, parent and student may require further study to determine if there is consistency in findings.