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The Denver Public Schools (DPS) University of Colorado Denver (UCD) English Language Acquisition (ELA) Exemplary Schools Case Studies investigated DPS schools with a high density of learners of English as a second or additional language and high levels of students who qualified for a free or reduced price lunch that were experiencing the most success with English language learners (ELL students). The study was conducted by the DPS UCD Research Collaborative between December 2010 and March 2011. The purpose of the study was to identify school‐wide practices that have been successful in supporting the achievement of these students. Six schools (two elementary, two middle, and two high schools) were identified on the basis of five criteria: (1) an open enrollment policy, (2) at least 40% of total enrollment consisting of ELL students, and at least 100 English language learners enrolled, (3) a total School Performance Framework (SPF) rating greater than 49% for elementary schools, and greater than 45% for middle schools and high schools, (4) at least 50% of students in the school qualified for a free or reduced price lunch, and (5) high gains on the CSAP and CELA tests for the past three years relative to other schools serving the same grade levels. Two additional elementary schools, which did not meet all criteria, but have good reputations among area educators were also studied. Goldrick was one of the reputational schools. The case studies involved three sources of data: 1) photographs providing environmental scans of the language resources and supports for ELL students in the schools; 2) documents and public information (e.g., websites) as well as student performance data; and 3) interviews with school leaders, teachers, and other support personnel. This report will detail the practices uncovered at Goldrick Elementary School.


This case study of Goldrick Elementary is ongoing. These preliminary assertions and explanations are based on 6‐12 interviews with staff members, photographic inventories, and archived data collected between December 2010 and March 2011 only. We anticipate that further study, e.g., observations in classrooms and additional interviews, will expand our understanding of the school's practices.