An Investigation of Academic Support for Limited English Proficient (LEP) Students in Jeffereson County Public Schools

Abstract

This project is a one‐year investigation of the nature of academic supports afforded to limited English proficient students in the Jefferson County Public Schools district in Louisville, KY. Surveys, interviews, observations, and document analysis were conducted to illuminate some of the ways the district, schools, and individual teachers increased the chances for academic success during the 2015‐2016 academic year. This report presents current and relevant research on second language learners, presents findings, and concludes with recommendations for the district. This report shows that while the district makes available human and financial capital, additional work on measurable goals, professional development, and structures for tracking and scheduling will ultimately serve LEP students well. This project was conducted by final year doctoral students at the Peabody College of Education at Vanderbilt University. A complete works cited page accompanies the full report.