This study summarizes the results of a four-year proj ect in science education conducted in a rural setting with English learners in grades K-6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, andmathematics for participating students. These data were analyzed relative to the number of years that students participated in kit-and inquiry-based science instruction that included the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, andmathematics.

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An illustration of effective instructional strategies for English Language learners. Problem solving and conceptual development are discussed, along with sample problems and examples of student work.