Does Infused ESOL teacher preparation program hold promise toward narrowing the English Learner achievement gap? A Multilevel analysis of the One-Plus Model
👆 ABSTRACT This study examined the effectiveness of the pre-service teacher (PST) candidates who participated in an infused ESOL One-Plus model teacher preparation program (TPP) in a large public university located in the Southeastern United States. PST’ effectiveness was measured using the value-added model of teacher evaluation by means of reported pre- & posttest score through teacher work samples (TWS). The data included K-12 students’ achievement scores on tests designed and administered by One-Plus PSTs before and after teaching a unit in the content area and language arts courses during their internship. The procedure involved measuring students’ existing/baseline knowledge of the unit using the pretest scores later compared to their posttest scores to assess the learning gains and achievement gap among students of various demographic characteristics including ELs. In addition, the study measured the interactional effects of student-level variables on achievement gap and