Date of Award


Degree Type


Degree Name

Doctor of Philosophy in Education



First Advisor

Theresa Deeney


This study evaluated the impact of a newly-developed asset and research-based English Learner Development (ELD) course on high school English Learners’ (ELs) likelihood of reaching reclassification or showing growth on an annually-administered state assessment of English language proficiency (ELP). Logistic regression was used to calculate the probability that an EL would reach reclassification while controlling for the student-level variables of gender, lunch status, and time in country. Linear regression was used to calculate growth rates in literacy. The findings of this study revealed that ELs who participated in the ELD course were 1.6 times more likely to reach reclassification status than ELs who did not. The relationship between ELs’ growth in ELP and participation in the ELD course yielded both positive and negative relationships and is in need of future investigation. This study has implications for those interested in evaluating EL programming at the local level.



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