Date of Award

12-2025

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Administration

Major Professor

Beabout, Brian

Abstract

Educators are grappling with the best way to support the influx of English Learners enrolling in schools. As the numbers of EL students continues to rise, school administrators are seeking the best approaches to address the needs of this subset of students. Additionally, research has shown the impact that school bonding has on the academic performance of native language students. Specifically, research has shown that students with a positive emotional connection to the teachers, peers, and the institution outperform those with less attachment to the school. The purpose of this study is to see if school climate and school bonding have a strong predictive power with the performance of EL students, specifically in their acquisition of the English Language. Using EL students’ Louisiana English Language Proficiency Test (ELPT) and Delaware School Climate Survey results, this study determines the extent in which the perception of school climate is a predictor of student growth. Following a binomial logistic regression, it was determined that the predictive power is statistically significant, but it is a weak one. Additionally, results reflected following One Way ANOVAs and Chi-Square tests that gender and grade level have a significant but weak impact on the predictive nature of the climate perception on language acquisition. Using the analysis of data, implications for future research and practice were made for teachers, school leaders, and policymakers.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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