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dc.creatorRen, Han
dc.date.accessioned2011-07-25T18:16:17Z
dc.date.available2011-07-25T18:16:17Z
dc.date.created2011-05
dc.date.issued2011-07-25
dc.date.submittedMay 2011
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-2691
dc.descriptiontext
dc.description.abstractTexas 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.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectELL
dc.subjectNCLB
dc.subjectHigh-stakes testing
dc.subjectNCLB
dc.subjectTAKS
dc.titleAcademic achievement outcomes of former English-language-learners in Texas
dc.date.updated2011-07-25T18:16:22Z
dc.identifier.slug2152/ETD-UT-2011-05-2691
dc.description.departmentEducational Psychology
dc.type.genrethesis*
thesis.degree.departmentEducational Psychology
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts


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