ELL students in Texas' high-stakes testing landscape

Abstract

This is a study of quantitative data from a large school district. Analytical methods compared the performance of English Language Learner (ELL)/Limited English Proficient (LEP) students and their non-LEP counterparts to isolate major differences. The research was designed to measure the performance gap between ELL and non-ELL students on assessment examinations at a varying level of language competency and content. Multivariate regression analytics was used to determine the importance of multiple factors and their relationship to ELL students’ performance on standardized exit level exams. TAKS examination results were examined for educational inequities affecting ELL students based on test scores as the primary gauge of performance and to provide a content basis for predictive modeling of the author’s CCSSE conceptual model. A literature review using critical race theory was integrated to the non-quantitative portion of the study’s design whereby TAKS regulations were analyzed to discern whether English Language Learners are disadvantaged or adversely affected. The research seeks to provide a model to consider via an analysis by which curriculum and instruction specialists, educators, and policymakers can determine the importance of certain factors affecting second language learners via the exit level TAKS examinations in an effort to develop alternative measurement policies to assess ELL students. The author offers instructional and policy recommendations based on her research.