Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Marc Shelton, EdD
Second Advisor
Nicole Enzinger, Ph.D.
Abstract
This Improvement Science Dissertation (ISDiP) strengthens program improvement by elevating student voices to hear perceptions about instructional practices that support Long-term English Learners (LTELs). Despite meeting State and Federal mandates, the district was identified as a transformation district as English Language Leaners (ELLs) performed below their peers in state achievement metrics. In 2023-24, LTELs made up 41% of the district’s ELL population compared to 21% in Oregon. This study sought to identify instructional strategies that students perceive supported their linguistic and academic success.
To uncover which instructional strategies are most effective, this study utilized an exploratory sequential mixed-method design embedded within two Plan-Do-Study-Act (PDSA) continuous improvement cycles (Perry et al., 2020). The first cycle consisted of qualitative semi-structured interviews with LTEL students. Interviews provided key themes that informed the second cycle to include a quantitative survey administered to ELL students in grades 9-12. Two hundred and eleven (211) ELL students completed the survey and 87 (60.4%) were found to match the LTEL target population who have been in the district since pre-kindergarten or kindergarten.
Qualitative findings revealed themes of care, support, clarity and feedback that students perceived contributing to linguistic and academic success. Quantitative results revealed that students perceived teachers more often provided clarity on future relevance and actionable feedback, while they less often connected learning to student’s prior knowledge or provided proactive feedback to support learning. These findings provide insights for targeted professional learning and program improvement designed to support instructional strategies for ELL students.
Recommended Citation
Lomeli, Arturo, "Long-Term English Learners: Listening to Student Perceptions to Improve a School District’s English Language Learner Program" (2026). Doctor of Education (EdD). 282.
https://digitalcommons.georgefox.edu/edd/282