Shedding Light on an Elusive Climb: A Longitudinal Study of Indiana English Language Learner Test Performance

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-3 - Accountability Results: Its Impact on Teacher Practice, Instruction, and Students' Lives

Abstract

This study provides valuable information for reassessing Indiana’s current Annual Measurable Achievement Objectives (AMAOs), which are used by state education agencies to hold schools accountable—through the use of standardized tests—for the English acquisition and academic achievement of their English Language Learners (ELLs). Authors of this study investigated the relationship between English language proficiency and state standardized test performance by analyzing four years of statewide data on two cohorts of students. Findings from descriptive statistics and correlations indicate the level of English proficiency required by ELLs to pass the state’s English/Language Arts and Mathematics tests. Findings also indicated that ELLs in higher grades have greater difficulty both attaining a higher level of English proficiency and passing the state tests.

Authors

• April M. Burke, Central Michigan University

• Trish Morita Mullaney, Purdue University

• Malkeet Singh, Education Northwest