Narrowing English learner (EL) achievement gaps: A multilevel analysis of an EL-infused teacher preparation model
ABSTRACT This non-experimental correlational study assessed the effectiveness of a model of teacher preparation that infuses a focus on teaching English learners, the One-Plus model, by examining pre-service teachers’ (PST) effectiveness in narrowing English learner achievement gaps during their final student teaching experience. The study spanned five semesters of internship data, exploring how each semester’s PST effectiveness changed over time. This study utilized teacher work sample data that interns collected and submitted to the institutional effectiveness division of the college, with an n of 20,809 K-12 students who attended the 768 One-Plus PSTs’ classes during their semester-long internship. The results showed that there remained a statistically significant achievement gap between student groups based on their sociodemographic characteristics, and the biggest gap was between EL and non-EL students. Students had statistically significantly higher posttest scores compared to