Narrowing English learner (EL) achievement gaps: A multilevel analysis of an EL-infused teacher preparation model

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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 the pretest scores, and the rate of change in test scores was much steeper in historically low-achieving students than their counterparts. There was an approximately 50% decrease in EL’s achievement gap in the posttest model compared to the pretest. Likewise, the gaps between low-SES and high-SES students, students with exceptionalities and students without exceptionalities, Black and White Students, and Hispanic and White students were reduced by approximately 40%, 38%, 48%, and 26%, respectively. Finally, there was a statistically significant linear growth in students’ posttest scores over a period of five semesters.

Key Words: teacher education, infusion model, One-Plus model, hierarchical linear model (HLM), English learners (ELs), preservice teachers, three-level hlm, preservice teacher education

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