The Relationship Between State Content and English Language Proficiency Scores Over Time for English Learners

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Exploring the Academic Rigor of Curriculum Resources and Assessment (Table 4)

Abstract

English language proficiency (ELP) assessment scores are used to make high-stakes decisions related to linguistic supports in instruction and assessment and also reclassification of English learner (EL) students. Changes to both content and ELP standards within the last decade have results in increased academic rigor and language demands. In this study, we explored the relationship between the content and ELP assessment performance of EL students over time. Findings offer validity evidence to support the use of newly-developed ELP assessments in the Common Core era, as shown in the strong, positive relationships between ELP and content assessment performances. Particularly, findings signal the importance of language skills as early as grade 3 to predict EL students’ academic performance in the later grades.

Authors

• Heather M. Buzick, Educational Testing Service
  Presenting Author

• Mikyung Kim Wolf, Educational Testing Service
  Non-Presenting Author

• Laura Ballard, Educational Testing Service
  Non-Presenting Author