Date of Award

5-1-2012

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Moses C. Norman

Second Advisor

Dr. Darrell Groves

Third Advisor

Dr. Sheila Gregory

Abstract

This study examines factors that impede academic success for English Language Learners (ELL) students on the Criterion Referenced Competency Test (CRCT) as perceived by students, parent,; and ELL teachers. This study was based on the premise that international students face a big challenge in regards to assimilation inside America’s classrooms. Educators need to understand the plight of these students and find ways to assist them in passing standardized exams which in many cases they are unaware of. A qualitative analysis approach was used to analyze data gathered from surveys; open ended questionnaires; and observational tools with a consistent rubric for the ELL teachers whom were observed in their classrooms. The researcher found that certain factors do indeed impede ELL students in attaining a passing score on the CRCT and some of those factors can be eliminated within the school buildings under the control of the building leader. The conclusions drawn from the findings suggest that future leaders incorporate certain academic “best practices” for ELL students and find ways to bridge the gap between the immigrant families which come here in search of higher education at times and the school building itself. In order for educators to understand the needs of English Language Learner (ELL) students, we must first understand the areas in which they lack; nonetheless little research has been done with the aforementioned subgroup as it relates to the Criterion Referenced Competency Tests (CRCT) and their lack of meeting or exceeding standards

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