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This three-manuscript dissertation attempts to answer the question: "How does students' English language proficiency (ELP) inform the availability, structure, and use of English language accommodations and intervention to support the academic achievement of English learner (EL) students?" The question is addressed using three independent but related empirical studies. First, a systematic literature review was conducted to answer the research question: What are the most common EL assessment accommodations and ELP assessments, and what does the research say about their effectiveness? Then, an interventional, quasi-experimental study addressed the research question: To what extent do translated passages and word-to-word translation of language arts vocabulary terms affect EL students' reading comprehension performance when compared to their non-EL peers? Finally, a mixed-method correlational study addressed the research question: Is the ACCESS score predictive of EL students' reading abilities throughout the year it is used as measured by students' reading abilities according to the MAP reading assessment in the spring, fall, and winter administrations? Findings indicate that although EL students are not performing as well as their non-EL peers on content area assessments, providing EL students with opportunities to utilize their first language and English on assessments can allow students to show their true knowledge on content area assessments. Additionally, although ACCESS scores serve as an accurate representation of EL students' reading abilities for a year after the assessment, additional research could help provide a more in-depth or accurate depiction of EL students' abilities. Implications for teachers, school and district leaders, policies, and research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Behavioral and Social Science (BSS) classes provide students with understandings of human behaviors, motivations, and actions that are crucial to confronting both social and personal problems. Moreover, most community college degrees require that students take at least one BSS class - anthropology, economics, political science, psychology, and/or sociology. While BSS classes are important - both from a philosophical as well as a degree-requirement standpoint - without effective student engagement, that importance may be lost. Oftentimes, BSS classes are still taught largely through didactic instruction. Yet, active and collaborative learning has proven to be a more effective instructional approach. Moreover, the need for active and collaborative learning may be even more crucial in community college BSS classes, due to the unique demographics of these institutions. Since previous research suggests that active and collaborative learning in BSS classes is more effective than didactic instruction, the purpose of this study is to better understand BSS instructors' knowledge of active and collaborative learning and to identify the factors that foster this instructional approach and those that present hurdles. By determining these factors, recommendations can be made for how to replicate effective active and collaborative learning that is happening in BSS classrooms and work to minimize the roadblocks to this instructional approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]