Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Anthony J. Annunziato

Second Advisor

Richard Bernato

Third Advisor

James Campbell


There is limited research regarding the influence co-teaching and dual-certified instructional models have on English Language Learner (ELL) achievement in a high school setting. National and state data demonstrate these students continue to lag behind in meeting English Language Arts (ELA) learning standards with proficiency and in meeting graduation requirements leading to a rise in ELL drop-out rates. Through a convergent mixed methods case study, data was examined to identify the impacts these instructional models have on ELL academic achievement and teacher perspectives regarding each. Quantitative data and analysis were gathered via the June 2018 and June 2019 New York State English Regents exam scores for 11th grade ELL Emerging-Transitioning leveled students in a large, diverse suburban school in New York State and compared by the instructional model in which they participated. Results indicated no statistically significant difference between instructional model and student achievement as measured by the New York State English Regents exam. Qualitative data were gathered via eight voluntary individual interviews from the participating students’ teachers. Qualitative data revealed that academic rigor was retained in all instructional models; that relationship-building between the teachers and students was a significant factor in having a positive influence on students’ perseverance, motivation to learn, and self-efficacy; and that all teachers in the study value and participate regularly in professional collaboration to build their professional capacity. Dual-certified teachers’ challenges included providing frequent individual feedback to students when class sizes were greater than 15 and adjusting instructional pacing and scaffolding of the ELA content.