Abstract
Purpose: The purpose of this study was to investigate personal and school-related opportunity-to-learn factors of successful English Learner (EL) high school students. Specifically, this study sought to determine if significant differences exist between the class of 2006 ELs who passed CAHSEE and ELs who did not pass in 10th grade when examining personal factors of primary language, gender, and economic status, and school-related factors of CELDT and enrollment in full course loads and grade-level math/English. School documents related to school programs and practices impacting English Learner achievement were also examined. Methodology: Causal-comparative research design was utilized. Purposive criterion sampling was used to select the sample, consisting of EL students from 8 Central Valley comprehensive high schools in California. Archival data were the instrument and sole source of data (CAHSEE achievement—pass/non-pass, primary language, gender, economic status, CELDT, credits earned, and enrollment in full course loads and grade-level math/English). EL program/instructional practice data were obtained from the 2008 English Learner Subgroup Self Assessment. Findings: When investigating differences between ELs who passed overall CAHSEE and ELS who did not pass, results revealed significant differences for primary language, enrollment in full course loads and enrollment in grade-level English. A significant difference was found for primary language when investigating differences between ELs who passed Math CAHSEE and ELs who did not pass. Results were significant for enrollment in grade-level English and for 8th-grade CELDT Reading and Writing scores when examining differences between ELs who passed ELA CAHSEE and ELs who did not pass. Results were not significant for enrollment in grade-level math between ELs passing/not passing overall CAHSEE or Math CAHSEE only. Findings related to school instructional programs/practices revealed favorable school ratings contrary to actual English Learner achievement. Conclusions: Identification of factors that are antecedents or relate to English Learner student academic success is critical if districts and schools are to effectively design and implement systems that ensure every English Learner achieves academic proficiency. Recommendations: Investigate (a) the disparity in achievement relative to language groups and gender and (b) systems providing quality data needed to positively impact English Learner achievement.