Show simple item record

dc.contributor.advisorValenzuela, Angelaen
dc.creatorSánchez, San Juanita Muñozen
dc.date.accessioned2011-08-22T14:50:43Zen
dc.date.available2011-08-22T14:50:43Zen
dc.date.issued2007-05en
dc.identifier.urihttp://hdl.handle.net/2152/13270en
dc.descriptiontexten
dc.description.abstractThis 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.
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectEnglish language--Study and teaching--Foreign speakersen
dc.subjectTexas Assessment of Knowledge and Skillsen
dc.subjectCompetency-based educational tests--Texasen
dc.titleELL students in Texas' high-stakes testing landscapeen
dc.description.departmentCurriculum and Instructionen
thesis.degree.departmentCurriculum and Instructionen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record