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Abstract of Dissertation Presented to the

Graduate School of Argosy University/Sarasota

in Partial Fulfillment of the
Requirements for the Degree of Doctor of Education

A SYSTEMS ANALYSIS OF THE FUNDING MODEL FOR LEARNING RESOURCES AND ENGLISH LANGUAGE LEARNER ACHIEVEMENT IN READING IN WESTERN WASHINGTON STATE

Rosemary R. Reigle

2005

Chair: George Reid, Ph.D., Chair

Committee Member: Andrew Niesiobedzki, Ed.D.

Reader: Karl Sterner, Ed.D.

Department: School of Education

The purpose of this study is to determine the nature of the relationship between Western Washington State’s funding model for student learning resources and English language learners’ (ELL) achievement in reading. The literature review utilized information from all levels of Washington State’s educational system including the Office of the Superintendent of Public Instruction, Educational Service Districts, school districts, and individual schools as well as legal documents and published studies. These findings were further explored through use of an informal questionnaire sent to selected school district administrators, a Web survey sent to ELL educators, and an on-site review of ELL learning resources used in selected elementary, middle school, and high school classrooms. Collected data was analyzed using Denzin’s (1978) basic foundational definition of triangulation: “the data source, by method, by researcher, and by theory” (cited in Miles & Huberman, 1994, p. 267). The analysis also included a fifth element, “data type,” as added by Miles and Huberman (p. 267). Findings showed that factors related to the low reading achievement of ELL students in Western Washington State as demonstrated by their scores on standardized tests, and particularly on the Washington Assessment of Student Learning, include the inconsistency in distribution and use of learning resources, the minimal preparation of ELL instructors, the gap between the EALRs and their implementation in curriculum, the lack of resources available to facilitate the process of second language acquisition, the minimal use of parental involvement, and instructor unfamiliarity with Washington State law as it pertains to learning resources.