Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance

English language learners (ELLs) are the fastest-growing population in California schools, with a high percentage of students not meeting the standard of the English language arts performance on the California Standardized Test (CST). This project study investigated the problem in a California school district where it was unknown whether the intervention strategies provided to teachers gave them the curricular skills needed to address the instructional needs of ELLs. The purpose of this quantitative study was to determine whether teachers\u27 self-reported instructional preparedness to teach ELLs was related to ELLs language arts performance. The study was grounded in Marzano\u27s model of teaching effectiveness, which guided the anonymous survey given by the district to assess teacher instructional needs for ELL and helped define the independent variables. Archival data from the teacher survey and the CST were analyzed by using a simple linear regression and factor analysis in response to the research questions, which explored whether a relationship existed between self-reported teacher preparedness and the standardized test scores of ELLs students. Findings indicated no relationships between teacher preparedness to instruct ELLs and language arts performance on the CST. A significant finding on the teacher self-reported survey was that English language arts is a topic of concern to teachers and warrants additional training. To address this, a professional development project was created and influenced by Marzano\u27s model of teaching effectiveness to address the best instructional practices for ELLs. Better preparation of teachers to instruct ELLs may promote positive social change by increasing student performance in English language arts and providing better opportunities for college and career that ultimately benefit the community