The purpose of this Mixed Methods Action Research (MMAR) study is to investigate the issue of Place Independent School District's academic disparity between English learners (EL) and non-EL students in order to improve the quality of instruction and lessen this academic gap. There are three driving questions for this record of study, all of which lead to mixed methods, action research approach to understanding the academic disparity between El and non-EL students in PISD. This research included analysis of state data, surveys sent out to every reading language arts teachers, and teacher interviews. In the end, 10 participants from 5 of the 6 campuses participated in these semi-constructed interviews. The results of the interviews were transcribed yielded 500 individual units of analysis. These units of analysis had the four common themes of EL Student Need, EL Program, Future Program Needs, and Teacher Need. The final product is direct insight into a consistent narrative, where the biggest factors for ESL student outcomes go back to teacher accountability in the use of ESL-specific teaching methods, developing relationships between students and teachers, and changing the mindset of teachers to more receptive and positive in serving EL students. The results of this study indicate a need to reevaluate PISD's bilingual program model at the primary grades and the content-based program model at the secondary grades. Program models and teacher responsibility need to be clearly defined for everyone. Survey results showed that teachers who serve in either program alone were unsure of what their campuses' EB services and programs were. Furthermore, the ISD needs to review, then establish, common teaching expectations for EB students.
