Academic achievement outcomes of former English-language-learners in Texas

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Academic achievement outcomes of former English-language-learners in Texas

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dc.contributor.advisor Cawthon, Stephanie W.
dc.creator Ren, Han
dc.date.accessioned 2011-07-25T18:16:17Z
dc.date.available 2011-07-25T18:16:17Z
dc.date.created 2011-05
dc.date.issued 2011-07-25
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-05-2691
dc.description.abstract Texas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment. Spanish speaking, Hispanic ELLs represent a large proportion of this population. The long-term academic achievement of these ELLs identified in elementary is not well known, especially under the policy changes of No Child Left Behind. Using Hierarchical Linear Modeling, this study compares student achievement, as measured by high-stakes testing, of Hispanic ELLs enrolled in Bilingual Education, English as a Second Language, and their non-ELL, demographically similar peers. Data will be examined at four time points spanning 3rd-9th grade, to suggest implications of Texas educational policy on student achievement.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject ELL
dc.subject NCLB
dc.subject High-stakes testing
dc.subject NCLB
dc.subject TAKS
dc.title Academic achievement outcomes of former English-language-learners in Texas
dc.date.updated 2011-07-25T18:16:22Z
dc.identifier.slug 2152/ETD-UT-2011-05-2691
dc.contributor.committeeMember Rude, Stephanie S.
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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