Using Class-Size Reduction as a Tool to Close the Achievement Gap for ELL Students From a Low Socio-Economic Background: A One School Case Study

ABSTRACT\ud USING CLASS-SIZE REDUCTION AS A TOOL TO CLOSE THE\ud ACHIEVEMENT GAP FOR ELL STUDENTS FROM A LOW\ud SOCIO-ECONOMIC BACKGROUND: A ONE SCHOOL\ud CASE STUDY\ud by\ud La Tonya E. Cruthird\ud Master of Arts in Education\ud Curriculum and Instruction Option\ud California State University, Chico\ud Spring 2011\ud The study investigates whether or not class-size reduction was a key factor\ud in helping English language learners close the academic achievement gap, or if other\ud factors were involved. Other factors that could have affected student achievement were\ud implementation and resource allocation, teacher qualifications, classroom practices,\ud parental involvement, and student motivation. Hypothesis 1 stated that class size\ud reduction does play a part in helping English language learners achieve proficiency in\ud English language arts and mathematics. Hypothesis 2 stated that a change in curriculum\ud and how the curriculum is presented can affect the academic achievement of English\ud language learners. Hypothesis 3 stated that class size influences behavior. The results\ud supported the first hypothesis. The second hypothesis was supported. The results\ud supported the third hypothesis.CSU, Chic