Analysis of the implementation of an ESL coteaching model in a suburban elementary school

Abstract

Research on school improvement over the last decade has identified several efforts to implement program
innovations to increase student achievement for English learners (ELs). Some schools have been found more
successful than others in implementing exceptional models of instruction to meet or exceed student
achievement expectations for linguistically diverse students. In order to investigate the factors that influence the
establishment of a successful program for ELs, we examined the process of implementing an integrated,
collaborative service delivery model of instruction for English learners in a New York suburban elementary
school.