The Influence of English Language Learners' Exit Status on Two Parallel Developmental Trajectories: L2 and English Language Arts (Poster 9)

• In Event: AERA Poster Session 7
  In Poster Session: Assessment and Student Achievement in Schools (San Diego)

Abstract

This paper examines the parallel growth trajectories of two constructs for English Language Learners (ELLs): English as a second language acquisition (L2) and English Language Arts (ELA). I propose a multiple group latent curve analysis to assess the impact of changes in ELL status on each construct growth trajectory for grades 3-6. The proposed longitudinal model is informative in terms of the association between both constructs’ growth factors (initial status and growth rate). The estimated effects of L2 and ELA student achievement are then explained with respect to ELL exit status cohort. My findings highlight the relevance of the information provided by the L2 assessment regarding ELLs true L2 ability level and how this information guides instruction in both constructs.

Author

• Cecilia Sisk, TAJU Educational Solutions