Academic Transitions: Analyzing STAAR Performance of Emergent Bilingual Students from 4th to 6th Grade

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Insights from Large-Scale Assessments: Advancing Methods, Measurement, and Learning Opportunities

Abstract

This study examined the academic performance of Spanish-speaking emergent bilingual students in South Texas transitioning from taking the STAAR Reading Language Arts (RLA) exam in Spanish to English from grades 4 to 6. The shift to mandated English-only testing by 6th grade may misrepresent students' academic abilities when English proficiency is still developing. The study aimed to determine whether the language of STAAR assessment influenced academic outcomes across transitional years. Results showed no significant differences in 4th- or 5th-grade STAAR scores based on test language. However, test language significantly moderated performance in two models. Findings highlight the need for flexible, readiness-based assessment policies to improve equity and outcomes for emergent bilingual students.

Authors

• Russen R Vela, South Middle School

• Lori Kupczynski, Texas A&M University - Kingsville

• Kelly S. Hall, Texas A&M University - Kingsville

• Daniella G. Varela, Texas A&M University - Kingsville