Abstract
Purpose. The purpose of this study was to determine to what extent vocabulary development, cooperative learning, scaffolding, and cultural background connections contributed to tenth-grade English Learners' passing the CAHSEE in ELA in selected California high schools. Methodology. This descriptive, ex post facto study included twelve high schools in which the passing rate for tenth-grade ELs on the ELA portion of the CAHSEE was at least 10 percent higher than the state average. Fifty-seven ninth- and tenth-grade ELA teachers and eleven principals completed surveys. Twenty-five teachers were interviewed. The response rate was 97 percent for teachers and 92 percent for principals. Quantitative and qualitative data were used to determine mean and median scores and frequency tables. Findings. Teachers used vocabulary development and scaffolding strategies frequently, and found them to be highly effective. Teachers used cooperative learning and cultural background connections strategies infrequently, and found them to be only somewhat effective. Teachers frequently used the strategies to teach basic literacy rather than grade-level standards. Teachers used assessment data to make decisions about instructional objectives and strategies; however, they found personal connections with students to be more important than instructional strategies. There was no significant difference in the perception of teachers and principals relative to the effectiveness of the strategies with the exception of cooperative learning, which principals rated more effective than teachers. Conclusions. ELs in SEI and ELM English classes often do not possess the basic literacy skills necessary to achieve ninth- and tenth-grade ELA standards. Teachers place greater value on building trust and making personal connections with ELs than on the selection of instructional strategies. Analysis of assessment data is an important tool for making instructional decisions for ELs. Recommendations. Conduct a study to determine if there is a significant difference in the instructional strategies teachers use in schools with ELs who passed the ELA portion of the CAHSEE at a higher rate than the state average and those whose ELs passed at a lower rate. Conduct a study to determine successful practices for the use of data in making decisions about instructional objectives and strategies for ELs.