"Looking Beyond the Achievement Gap: An Inquiry Into Bridging the Divid" by Sean Rhoads

Graduation Term

Spring 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Elizabeth Lugg

Committee Member

Ruqayyah Perkins-Williams

Committee Member

Woongsik Choi

Committee Member

Rudo Tsemunhu

Abstract

English Learners (ELs) in early childhood and elementary settings continue to face a significant literacy achievement gap compared to their non-EL peers. A qualitative action research study was conducted in a suburban Midwest district to examine how teacher preparedness, instructional practices, and professional development influence EL literacy development. Through teacher interviews, surveys, and classroom observations, the study identified key challenges, including limited EL-specific training, minimal collaboration with EL specialists, and inadequate instructional resources. Aimsweb Plus data confirmed a widening literacy gap, reinforcing the need for culturally responsive teaching, improved collaboration, and targeted interventions. The findings emphasize the importance of sustained professional learning and school-wide strategies that prioritize equity and inclusion to support EL achievement.

Access Type

Thesis-Open Access

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