Date of Award

Spring 5-1-2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Robert L. Boyd

Second Advisor

Gregory R. Ulm

Third Advisor

Gwen Lee-Thomas

Abstract

In Marion County, Indiana the Hispanic population increased tremendously over the last decade. Predictions indicate that this vast influx of Hispanics will continue well into the twenty-first century. Predictions also indicate that growth in the Hispanic population poses serious educational concerns for schools across the country. The purpose of this qualitative study was to examine the Indianapolis Public Schools and the eight township school districts in Marion County, Indiana in terms of their acceptance of this influx of Hispanic high school students. This research investigated the English as a Second Language (ESL) Coordinator, Hispanic student and parent perceptions in terms of program availability and usefulness. The participants in this descriptive case study included nine-school system ESL Coordinators and nine sets of Hispanic high school students and their parents. Personal interviews were held with each of the nine ESL Coordinators. Focus groups sessions were used as a method of interviewing students and parents. Interviews were tape recorded and focus group sessions were video taped. Both forms of gathering data were transcribed and analyzed. Emergent themes and patterns regarding the programs evolved. This research answered the question of how the Indianapolis Public Schools and the eight township school districts in Marion County, Indiana have adapted to the influx of Hispanic high school students. Adaptation to the influx of Hispanics in the Marion County region is evident in the research presented. The findings from this study indicated four critical areas to support ESL program improvements. These areas are: Schools improving communication with parents, especially on activities and assistance available; IV Increasing ESL staffing and offering professional development for both classified and certified staff; Assisting ESL students during the regular school day and providing extra curricular opportunities after school; Formulating parent support groups and offer classes for parents to learn English.

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