Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Louisa Kramer-Vida, Ed.D.

Second Advisor

Joseph M. Piro, Ph.D.

Third Advisor

Efleda P. Tolentino, Ph.D.

Abstract

It is important that educators develop a deeper understanding of the process by which English Language Learners (ELL) acquire English proficiency. This hypothesis-generating event history study followed 285 Grade K-5 ELLs in a suburban public school district in New York State. Its longitudinal component used Kaplan-Meier techniques to provide a descriptive foundation and then conducted discrete-time event history analyses using binary logistic regression to create parametric life tables, analyze the effects of dual-language instruction and other factors, and estimate transition times between proficiency categories and overall. The cross-sectional component employed ordered logistic regression to analyze selected effects on classification into the ordered categories of the New York State English as a Second Language Achievement Test (NYSESLAT). The result showed generally linear growth across Grades K-5 with a dip during Grade 3. The analyses projected that about 50% would achieve proficiency by Grade 5 and found that dual-language produced outcomes equal to or better than monolingual instruction. The only statistically significant predictors of individual NYSESLAT categories were academic achievement and grade levels, with insufficient evidence of effects from gender, IEP, or instruction type. The study generated 26 empirically grounded hypotheses for future research and produced seven actionable recommendations for school districts.

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