Identifier	Diss 93
Author	Radikas, Amy F., 1968-
Title	The Effect of Connecticut's Summer School Policy on the Reading Achievement of English Language Learners : A Theory of Change Perspective
Publisher	Central Connecticut State University
Date of Publication	2014
Resource Type	Dissertation
Abstract	Summer reading setback is more persistent among students from lower socioeconomic backgrounds. Literacy achievement for lower-income English language learners (ELLs) is important because the population of ELLs is growing in the United States, and ELLs represent a large portion of students struggling academically. Bridging the achievement gap is a policy goal in Connecticut, and a professional goal of the article's author. This study compared reading achievement between low-income ELLs attending summer school, and low-income ELLs eligible for, but not attending summer school. Data analysis using a standard statistical model, in this case a two-way mixed analysis of variance (ANOVA), tested assumptions that (a) the intervention would improve reading achievement in the participating ELLs, (b) these improvements would be seen at the end of the intervention, and (c) these improvements would assist ELL's reading achievement in the coming school year. These analyses correlated to program effectiveness and can set the stage for a common, transparent approach addressing program stakeholders, methods, resources, and outcomes.
Notes	"Submitted in Partial Fulfillment of the [Requirements for the Degree of] Doctor of Education."; Dissertation advisor: Ethan Heinen.; Ed.D.,Central Connecticut State University,,2014.; Includes bibliographical references (leaves 88-93).
Subject	Summer schools--Government policy--Connecticut. English language--Acquisition.
Department	Department of Educational Leadership
Advisor	Heinen, Ethan B.
Type	Text
Digital Format	application/pdf
Software	System requirements: PC and World Wide Web browser.
Language	eng
OCLC number	879645301
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The Effect of Connecticut's Summer School Policy on the Reading Achievement of English Language Learners : A Theory of Change Perspective

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