What is the Impact of the Retell Initiative on the English Language Proficiency of ELS as Measured by the Access Assessment? Has Retell Been Effective?

Files

yeukai_imeh_entire__dissertation_for_library_112 (2).pdf

Citation

Imeh, Yeukai, “What is the Impact of the Retell Initiative on the English Language Proficiency of ELS as Measured by the Access Assessment? Has Retell Been Effective?,” Scholar@Simmons, accessed December 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/184.

Title

What is the Impact of the Retell Initiative on the English Language Proficiency of ELS as Measured by the Access Assessment? Has Retell Been Effective?

Creator

Imeh, Yeukai

Date

2017

Description

This study examined the impact of the Rethinking Equity in the Teaching of English Language Learners (RETELL) initiative on the English Language proficiency of English Learners as measured by the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) assessment. The percentage of students making progress on the ACCESS test across districts was analyzed across a number of factors: the number of teachers who have completed the RETELL course, program size, the percentage of ELs within a district, and their English proficiency levels.

Findings suggest that the percentage of students at lower English proficiency levels has a greater impact on progress on the ACCESS than the cumulative percentage of teachers who have completed the RETELL or the number of EL students enrolled in a school district. Although the mean percentage of students making progress on ACCESS has increased since the RETELL initiative was introduced, this increase coincides with the decrease in the population of ELs at lower proficiency levels across the state. Therefore, it cannot be determined whether the increase in the percentage of students making progress on the ACCESS is a result of the RETELL initiative or because of the decrease in the percentages of ELs at lower WIDA levels in Massachusetts.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (159 Pages)

Language

English

Type

Doctoral Dissertations