A Program Evaluation of an English Language Acquisition Program at a Connecticut, Public, Urban High School
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Authors
Wax, Philip (PJ) III
Issue Date
2026-05-08
Type
Language
en_US
Keywords
English Language Learners, English Learners, Types of EL/ELL Instruction, Materials for EL/ELL Instruction, Current Modalities, Current Trends in Reading Intervention, Challenges to ELL Instruction, Parental Involvement, Challenges facing EL Students, and Challenges Facing Teachers, 95% Group
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Abstract
This study sought to evaluate an English language acquisition program at a public, urban high school in Connecticut. To that end, qualitative and quantitative data was compiled and analyzed. Qualitative data was mined to determine teacher perceptions about the program and levels of supports and interventions provided to those students identified as EL. Archival quantitative data was collected using the scores from the LAS Links assessment for students identified as EL for the 2017-2020 school years inclusive. Review of archival quantitative data of the 73 students who received the intervention at both the high school and middle school level demonstrated an increase in target language acquisition in English as measured by the LAS Links Assessment over a two-year period. While gains appear to be nominal in the examination of proficiency scores, there were larger gains when looking at scale scores. The results provided the school with specific information about the current impact of the 95% Group intervention as well as recommendations for supplemental changes to support the EL program moving forward.
Description
Citation
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Journal
Volume
Issue
PubMed ID
DOI
ISSN
06902