Abstract
This thesis is a case study of four ELL 4th grade elementary students. I
proposed the question: How are post-Proposition 227 students who have been in two
years of an intensive ESL Pull-out program able to perform at grade level after they
exit the program? My sources of data were interviews with 4th grade EL students, their
teachers, and their parents. Four main topics immerged during this case study: the
importance of using English outside of school, spelling does not reflect language
ability, first language ability is a key indicator for success, and immersion is working
for these students in this case study.