Abstract
Purpose. The purpose of this study was to determine whether students in the Limited English Proficiency Program (LEP) achieved differently in mathematics, reading, and language when enrolled in classes where teachers were trained in peer coaching. Procedure. This was a descriptive research study which used a quasi experimental research design. District proficiency tests were used to collect the data. Two hundred and ninety-eight students in the Limited English Proficiency Program were selected as the sample. Chi Square and ANOVA statistical tests were used to determine significant differences among the number of completed proficiency tests and grade level for students of peer coached teachers versus non-coached teachers. Findings. There was a significant difference in the number of completed proficiencies for math, reading, and language. The significant difference was in favor of peer coaching for math and in favor of traditional practice for reading and language. There was no significant difference by grade level for math, reading, or language. Conclusion. (1) Peer coaching impacts math instruction favorably, but has less value for reading, and language instruction for Limited English Proficient (LEP) students. (2) Grade level does not appear to be a factor in determining the impact of peer coaching on student achievement for math, reading or language. (3) Factors other than peer coaching may produce the differences found in this research design. Recommendations. (1) Districts should have specific objectives for peer coaching and criteria for its success; (2) Teachers trained in peer coaching should be surveyed after a period of time to determine their perceptions of the value of the training; (3) Results of peer coaching should continue to be researched to determine the impact on student achievement.