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dc.contributor.authorMielke, Courtney
dc.date.accessioned2017-08-24T20:46:48Z
dc.date.available2017-08-24T20:46:48Z
dc.date.created2017
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/123456789/4739
dc.description.abstractThe purpose of this study was to use public data, Wisconsin Department of Public Instruction (DPI) School Accountability Report Cards, to compare students’, identified as Limited English Proficient (LEP), academic growth to general education students’ academic growth. This study also examined if the measures of growth differ between rural and urban communities. Idealistically, students identified as LEP receiving English Language Learner (ELL) services will show measures of academic growth greater to or equal to their non-English language learning peers. The investigator used quantitative analysis of public data to determine if there was a significant difference between ELL and non-ELL growth trajectories in mathematics and reading. Quantitative analysis was also used to determine if ELL students show equal academic growth in urban and rural school districts. This study’s findings suggest that ELL students grow at a rate greater to or equal to their non-ELL peers, and that ELL students show equal academic growth between urban and rural school districts.en
dc.language.isoen_USen
dc.subjectEnglish Language Learnersen
dc.subjectELLen
dc.subjectLimited English Proficienten
dc.subjectLEPen
dc.subjectWisconsin Department of Public Instructionen
dc.subjectSchool Accountability Report Cardsen
dc.subjectPublic Educationen
dc.subjectPublic Schoolen
dc.titleStudent Growth: English Language Learner Students Compared to Non-English Language Learner Peersen
dc.typeThesisen


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