Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 37

Journal of K-12 Educational Research 35 present; formative assessment is implemented; and principles of summer programs in the literature are used. Planning for future summer programs by both leaders and classroom instructors should continue to include elements of those programs studied in the literature showing student improvements. As the current study analyzed results restricted to overall standardized assessment scores, further research is necessary to determine if the District’s English Language Development (ELD) Academy has significantly impacted specific skill development of English Learners. Planning by leaders and classroom teachers should focus on studying the impact of the current summer program on specific skill objectives and not limit analysis to overall standardized test scores. The final two research questions studied the relationship of program participation to TELPAS Reading rating and the number of years in U.S. schools for English Learners, and these two relationships have implications for teachers and leaders as well. As alluded to previously, since students entering the current District ELD Academy are lower in their TELPAS Reading rating, these students could potentially show weakness academically and need assistance. Leaders and teachers should continue to analyze those students who participate in the summer program in order to plan for their needs. Additionally, the final two research questions indicate those students who are choosing to participate in the ELD Academy are either beginner or intermediate in their TELPAS Reading rating and have been in U.S. schools an average of one to four years. A final implication from the current study is for leaders to consider what accelerated offerings will be provided to those students who are at an advanced level on their TELPAS Reading rating, and those learners who have been in U.S. schools for more than four years. These long-term English Learners are the subject of much concern in educational communities today, and the offerings provided to these learners should be considered. Conclusion Results for the current study indicated there was not a significant relationship in student scores on either TELPAS Reading or STAAR EOC English II testing for English Learners choosing to participate in the summer program compared with those students who did not participate. The current study did show significance at various phases of the analysis, indicating prior year TELPAS and STAAR EOC results did serve as predictors for future testing. Number of years in U.S. schools for English Learners also showed significance on results for various parts of the first three research questions as well. Results of the current study indicated there was a significant relationship in student participation in the summer accelerated program and number of years in U.S. schools, and also a significant relationship in program participation and TELPAS Reading rating as well. Students who were in U.S. schools for one to three years and students who were rated as beginner or intermediate on their TELPAS Reading rating showed more likelihood of choosing to participate in the summer program. In conclusion, the English Learner population in U.S. schools today is increasing. These learners come to schools with the natural struggle of learning a language to which they are not native. English Learners show an achievement gap today that is alarming as their assessment results, dropout rate, and college completion rate lag behind students native to English. Accelerated programs of instruction, including summer programs as researched in the current study, serve as a key factor in improving instruction to English Learners in schools today. As school leaders implement research-based accelerated programs of instruction and consider further research regarding the impact of these programs on student standardized testing results, there is potential for much success in decreasing the achievement gap English Learners currently experience. As observed in the current study, attention must be given to English Learners' prior testing performances, those learners who have been in U.S. schools for an extended period, and those English Learners who have reached high levels of TELPAS rating in order to truly impact existing conditions. Through history, the U.S. Supreme Court and U.S. Legislature have directed action in meeting the needs of those students who are non-native speakers. It is the legal, moral, and ethical responsibility of educators today to conduct research-based