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.
Department
Description
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