Abstract
The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
Notes
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Graduation Date
2016
Semester
Summer
Advisor
Taylor, Rosemarye
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Educational Leadership; Executive
Format
application/pdf
Identifier
CFE0006410
URL
http://purl.fcla.edu/fcla/etd/CFE0006410
Language
English
Release Date
August 2016
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Vela, Enrique, "A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments" (2016). Electronic Theses and Dissertations. 5060.
https://stars.library.ucf.edu/etd/5060