Examining the Relationship Between English Proficiency and NCLB (No Child Left Behind) Test Performance

• In Event: Poster Session 20
  In Poster Session: Research on Accountability Issues

Abstract

Since the passage of the No Child Left Behind (NCLB) Act of 2001, demonstrating student performance on state standardized exams in order to make adequate yearly progress (AYP) has become a top concern for schools across the nation. The Indiana schools which participated in this study have failed to make AYP due to the standardized test performance of students in various subgroups, including English learners (ELs). This study used descriptive statistics and multifactor ANOVAs to investigate the relationship between ELs’ English proficiency and their performance on Indiana’s state standardized exam. The study also investigated which English skill areas (listening, reading, writing, and speaking) are the strongest determinants of EL achievement on the exam.

Author

• April M. Burke, Purdue University