ELL: Push-In v.

Pull-Out
ERIN JOHNSON
MINNESOTA STATE UNIVERSITY, MANKATO
 Background and Data Wonk

Many students at Eagle Ridge Academy are first-generation Americans or immigrants and are English
Language Learners
In 2015, students were part of a push-in model for ELL services; 2016, students were serviced in a pull-
out model
Hypothesis: Students who were part of the push-in model had more growth and success based on
ACCESS test scores than when students were in a pull-out model
Data Wonk: Our student population has increased to be 52% students of color, many of whom are ELL
students
At least 100 students are receiving some type of ELL service
MCA data showed our ELL scores dropping significantly last year after a substantial increase the year
before
This was a concern to our authorizer at our site visit three week ago
Needed to come up with finalized plan and the data provided by this research will help them focus in
the needed direction
 Literature Review

Baecher, L., Knoll, M., & Patti, J. (2013). Addressing English Language Learners in the School Leadership Curriculum: Mapping the Terrain. Journal of Research on
Leadership Education. 8(3), 280-303. DOI: 10.1177/1942775113498377.
Coady, M., Harper, C., De Jong, E. (2016). Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms? Tesol Quarterly. 50(2), 340-
368. DOI: 10.1002/tesq.223.
Echevarria, J., Short, D., & Powers, K. (2006). School Reform and Standards-Based Education: A Model for English-Language Learners. The Journal of Educational
Research. 99(4), 195-211. DOI: 10.3200/JOER.99.4.195-211.
Hansen-Thomas, H. (2008). Sheltered Instruction: Best Practices for ELLs in the Mainstream. Kappa Delta Pi Record. 44(4), 165-169. DOI:
10.1080/00228958.2008.10516517.
Kim, W., & Garcia, S. (2104). Long-Term English Language Learners Perceptions of Their Language and Academic Learning Experiences. Remedial and Special
Education, 35(5), 300-312. DOI: 10.1177/0741932514525047
Lopez, F., & Iribarren, J. (2014). Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How. Theory Into
Practice. 53, 106-114.
Lovett, M., DePalma, M., Frijteres, J., Steinbach, K., Temple, M., Benson, N., & Lacerenza, L. (2008). Interventions for Reading Difficulties: A Comparison of
Response to Intervention by ELL and EFL Struggling Readers. Journal of Learning Disabilities. 41(4), 333-352. DOI: 10.1177/0022219408317859.
Platt, E., Harper, C., & Mendoza, M. (2003). Dueling Philosophies: Inclusion or Separation for Floridas English Language Learners? TESOL Quarterly. 37(1), 105-
133. DOI: 10.2307/3588467
Polat, N., & Mahalingappa, L. (2013). Pre- and in-service teachers beliefs about ELLs in content area classes: a case for inclusion, responsibility, and
instructional support. Teaching Education. 24(1), 58-83. DOI: 10.1080/10476210.2012.713930.
Theoharis, G. & OToole, J. (2011). Leading Inclusive ELL: Social Justice Leadership for English Language Learners. Educational Administration Quarterly. 47(4),
646-688. DOI: 10.1177/0013161X11401616
Thomas, Wayne; & Collier, Virgina. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic
Achievement.Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence.
 Results

T-Test Results: p value= .008 (statistically significant), 2015 Mean 5.117, SD 0.893; 2016 Mean 4.455, SD
0.719
The results would have been even greater, had data been included for those students who tested out of ELL
services in 2015 because they made such substantial gains (10 students in 2015 v. 1 in 2016)

Overall Means: (2015 Dark Gray, 2016 Light Gray)

0
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 Recommendations

Push-in services benefit students more, so when possible, push into the
classrooms as much as possible to assist with academic language (pull out
may be better for new-to-country students until they can be conversational)
Offer specific training to teachers on how to work with ELL students
(cooperative learning, manipulatives, hands-on learning), how to modify
assignments appropriately, and how to work with open communication with
the ELL teacher, and provide continuous professional development
opportunities
When possible, offer a bi-lingual approach, which helps students stay in
class, relate to peers, and will help with integration into curriculum and
community