Abstract

Through this study, differences in English learner (EL) enrollment and performance in Advanced Placement (AP) English courses were analyzed before and after a 1:1 digital implementation in a large urban school district. Moreover, differences in economically disadvantaged (ED) EL enrollment and performance in AP English courses were examined before and after 1:1 digital implementation. To complete the analysis, archival AP English course enrollment incidences from 2014-2019 were analyzed utilizing chi-square tests of independence. Archival AP English examination scores from 2014 through 2019 were analyzed utilizing two-way ANOVAs. This study revealed that the proportions of both EL and non-EL course enrollment incidences in AP English courses increased after 1:1 digital implementation. Moreover, the proportion of EL and non-EL examination scores of 3 or above decreased by less than 1% for both groups three years after 1:1 digital implementation. In analysis by individual AP course, AP English Language and Composition examination scores at 3 or above increased for both groups. AP English Literature and Composition examination scores of 3 or above decreased for both groups. Statistically significant differences in mean examination scores were associated with EL status and the years related to 1:1 digital implementation. Additionally, the proportion of ED EL course enrollment incidences increased, while the proportion of non-ED EL course enrollment incidences decreased after 1:1 digital implementation. AP English Language and Composition examination scores at 3 or above increased for both groups, while AP English Literature and Composition examination scores at 3 or above decreased for both ED ELs and non-ED ELs. Differences in mean examination scores were found to be statistically significant for each variable: economic status and years of 1:1 digital implementation. Educators and policymakers may utilize the findings of this study to shape specific supports for ELs in a 1:1 digital environment.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.

Graduation Date

2020

Semester

Summer

Advisor

Ceballos, Marjorie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0008259

Language

English

Release Date

8-15-2025

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

Share

COinS