Abstract
Purpose. The purposes of the study were to: (1) determine if the academic achievement of redesignated fluent-English-proficient students in middle schools that provide instructional intervention programs differs from those who do not as measured by SAT9 total reading scores, reading/English grades, and district-created language arts assessment measures, and (2) analyze whether five components of intervention programs identified by the literature impact the academic success of redesignated fluent-English-proficient students in the schools studied. Methodology. The study used causal-comparative and descriptive research. The sample included the records of 236 redesignated fluent-English-proficient students. Academic gains on SAT9 total reading scores were analyzed using a t-Test of Differences. Reading/English grades and district-created language arts assessment scores were analyzed using measures of central tendency. Principals and selected teachers from two intervention schools were surveyed and interviewed. Quantitative survey data were analyzed using measures of central tendency. Frequency tables were built to analyze the qualitative open-ended comments from the survey and interviews. Findings. Students who attended intervention middle schools achieved greater gains in reading achievement than students in the sample who attended nonintervention middle schools. Instructional strategies, teacher support, student-to-teacher ratio, teacher training, and teacher expectations were perceived by teachers and principals to be important components of intervention programs for fluent-English-proficient students. Several specific actions taken by principals were perceived to be essential elements of effective intervention programs for students in the sample. Conclusions. Effective intervention programs for fluent-English-proficient students in middle schools are more successful when principals develop systems that: (1) establish and use grade-level standards to measure student achievement; (2) use assessments that identify the progress of individual students; and (3) use the results of assessments to identify students who require additional services. Effective intervention programs for fluent-English-proficient students in middle schools are more successful when teachers incorporate instructional strategies into their lessons that have been proven to positively impact student achievement. Recommendations. Encourage principals to oversee intervention programs for fluent-English-proficient students directly. As school leaders, principals are positioned to ensure that high-quality intervention programs are developed and supported.