Examining teachers' roles in English learners achievement in language arts: a gap analysis

This study utilized the gap analysis problem-solving framework (Clark & Estes, 2008) in order to develop strategies for how to close the graduation rate gap among EL students as compared to all other students at Sunset Hills High School. The purpose of the study was to identify whether knowledge, motivation, and/or organizational barriers were contributing to the gap. A mixed method approach was used to collect data. The stakeholders for this study were twenty-three English Language Arts teachers from SHHS, grades 9-12, who had at least one designated EL student in their class. In addition to the quantitative survey, 4 SHHS teachers were interviewed to gain a more in-depth understanding of the perceived causes for the gaps in knowledge and skills, motivation, and organization culture. The surveys and interviews helped validate assumed causes that were hypothesized after reviewing scholarly literature. That validated assumed causes for knowledge were that teachers need to know what culturally relevant pedagogy is, teachers need to know how to utilize reciprocal teaching and cooperative learning methods, and encourage appropriate cognitive processing and developmental appropriateness, and teachers need to know how to collect performance data through formative assessments. The validated assumed causes for motivation was that teachers need to have confidence that they have the skills necessary to teach effectively with EL students. The validated assumed causes for organization barriers were that teachers need release time to create culturally relevant lessons, and teachers need to feel that school and district policies, processes and procedures support their instruction. Solutions to close the validated causes were developed. The use of the gap analysis framework (Clark & Estes, 2008) in this study demonstrates one approach a school could use to guide their organization in reaching the graduation rate goal.