An analysis of the impact of the Total Educational Support System direct-instruction model on the California Standards Test performance of English Language Learners at Experimental Elementary School.

摘要

The purpose of this case study was to analyze the impact of direct instruction on the performance of 151 elementary English Language Learners. Total Educational Support System (TESS) was the direct instruction model that was selected as the intervention. Data were drawn from the English Language Arts portion of the California Standards Test for the 2007 and 2008 administration. A mixed-method methodology was utilized with a primary focus on the quantitative portion to determine both statistical and practical significance using a dependent group design and a non-equivalent control group benchmark design. Qualitative information was gathered through informal interviews and observations.;The study found that 151 English Language Learners demonstrated both statistical and practical significant gains at the school-wide level, and at grades 4 and 6. The gains were exemplified by an improved API and an increase in the number of English Language Learner students who had improved their performance band performance. The experimental and benchmark groups were compared on the post-test data with the experimental school demonstrating a greater gain in raw change in percent of English Language Learners proficient and above, and percent of basic and above utilizing the California Standards Test English Language Arts results for English Language Learners at the experimental school and benchmark school. The study concludes with a discussion on the theoretical and practical implication and four site recommendations.