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157171 https://hdl.handle.net/2286/R.I.53595 http://rightsstatements.org/vocab/InC/1.0/ 2019 109 pages : illustrations Doctoral Dissertation Academic theses Text eng Sánchez, Arturo Schugurensky, Daniel, 1958- Garcia, Eugene E. Chavez, Jacob A. Arizona State University Partial requirement for: Ed.D., Arizona State University, 2019 Includes bibliographical references (pages 93-98) Field of study: Educational Administration and Supervision Arizona continues to implement the 4-hour ELD block despite opposition and concerns regarding is appropriateness and effectiveness. Research using state and national assessments show that English language learners continue to fall behind their English proficient peers in reading achievement even after the implementation of the 4-hour ELD block. In general, there is no proven direct correlation between the program and underachievement. This study evaluated the impact of the 4-hour ELD block on reading achievement by comparing similar reading-abled students that were in the program with students that were not. The study was conducted in a district located in a predominately Hispanic poor community in order to eliminate social and economical factors that could disadvantage one group over the other. The findings demonstrated there were no significant differences in the reading achievement between both groups, supporting arguments that the 4-hour ELD block has made little to no impact for ELL students. However, results demonstrate that early intervention may be significant in explaining increases in reading achievement. English as a Second Language Educational leadership Educational evaluation 4-Hour ELD Block Arizona Language Acquistion SEI English language--Study and teaching--Arizona--Spanish speakers--Evaluation. English language English language--Ability testing--Arizona. English language Reading--Language experience approach. Measuring success: examining the impact of Arizona's 4-Hour ELD block