UVM Theses and Dissertations
Format:
Print
Author:
Walsleben, Linda M.
Dept./Program:
College of Education and Social Services
Degree:
Ed. D.
Abstract:
This case study of a small urban school district in Vermont examined the relationship of English language proficiency and academic achievement for a population of 75 English language learners (ELLs) over three years, from grades 3-5 in 2004-2008. The study examined therelationship between English language proficiency as measured by the WIDA ACCESS for ELLs® test and academic achievement in math and reading as measured by the NECAP test over time. The study examined this relationship while also controlling for four student background factors: home language, age on arrival, time in the U.S., and socioeconomic status.
Pearson correlations and paired samples t-tests were calculated using ELL students' composite scale scores and subtest scores of the ACCESS for ELLs® test and the NECAP tests in reading and math for Year 1, Year 2, and Year 3 of the study. The analyses revealed strong, positive, and significant correlations between composite scale scores of the three measures over time. The analyses revealed moderate to strong, positive, and significant correlations between the subtest scores of the three measures over time. Repeated measures ANOVA analyses indicated all four background factors were statistically significant as well. Cross tabulation statistics were performed to describe the numbers and percentage of students at each school and in each school region.
Results of the study indicate that ELLs' achievement in English language proficiency and academic achievement change over time and change differently for students from different language groups. Results suggest that a high level of English language proficiency is needed for ELLs to test as proficient on state content assessments in math and reading. The strong correlation between English language proficiency and academic achievement suggests that educators need to interpret scores on the state content assessment in light of students' English language proficiency. Further study er study is needed to determine why students of different language backgrounds score differently. Further study is also needed to examine what impact other student-or school-related variables may have on student achievement.
Pearson correlations and paired samples t-tests were calculated using ELL students' composite scale scores and subtest scores of the ACCESS for ELLs® test and the NECAP tests in reading and math for Year 1, Year 2, and Year 3 of the study. The analyses revealed strong, positive, and significant correlations between composite scale scores of the three measures over time. The analyses revealed moderate to strong, positive, and significant correlations between the subtest scores of the three measures over time. Repeated measures ANOVA analyses indicated all four background factors were statistically significant as well. Cross tabulation statistics were performed to describe the numbers and percentage of students at each school and in each school region.
Results of the study indicate that ELLs' achievement in English language proficiency and academic achievement change over time and change differently for students from different language groups. Results suggest that a high level of English language proficiency is needed for ELLs to test as proficient on state content assessments in math and reading. The strong correlation between English language proficiency and academic achievement suggests that educators need to interpret scores on the state content assessment in light of students' English language proficiency. Further study er study is needed to determine why students of different language backgrounds score differently. Further study is also needed to examine what impact other student-or school-related variables may have on student achievement.