Semester of Graduation
Spring 2026
Degree Type
Dissertation
Degree Name
Ed.D in Secondary and Middle Grades Education
Department
Secondary and Middle Grades Education
Committee Chair/First Advisor
Michael Dias
Second Advisor
Mei-Lin Chang
Third Advisor
Karen Kuhel
Abstract
In public high schools across the U.S. high stakes assessments are seen as a lever to facilitate high-quality education and to gauge student learning. English Language Learners are mainstreamed into content classes and despite having low English proficiency scores are expected to perform as well as English first students and are required to take district and state mandated biology assessments. At the research site, ELLs comprise 25% of students and consistently score below the other subgroups in biology. This quasi-experimental study tested whether using disaggregate instructional strategies—incorporating ELLs’ native and everyday language—increases learning gains, academic growth, and engagement in a sheltered biology class. Two classes (n=38) participated; assessment data and ACCESS English proficiency scores were analyzed using independent t-tests and paired sample t-test for differences and correlation. Likert-type surveys measured pre- and post-intervention engagement. Results showed the intervention group, had significantly higher learning gains on unit tests, with no correlation between English proficiency and science performance. Survey analysis found no significant increase in engagement although the base-line engagement remained high throughout the study. Together this data highlights how disaggregate instruction can be further examined by curriculum leaders and ESOL content area teachers to assess its potential for enhancing ELLs' learning and academic achievement in science, even when English proficiency scores are low.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Science and Mathematics Education Commons