Longitudinal Analysis of English Learners' Language Development via Texas English Language Proficiency Assessment System

• In Event: Approaches to Test Validation

Abstract

Using a large-scale longitudinal dataset at the state level, we examine ELs’ English proficiency growth via the TELPAS, a standardized assessment developed by the Texas Education Agency (TEA) to evaluate every English learners’ English language development in Texas. We retrieved data over 140,000 ELs’ test score on TELPAS composite ratings during the school years 2013-2019. Findings revealed that ELs took more than one year to progress from one proficiency level to the next. We suggest that quality ESL or bilingual programs be provided to ELs at the early grade level to support their academic language development. We further urge practitioners and policymakers to provide quality professional development programs to ESL or bilingual teachers to improve their instructional practice.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Shifang Tang, Texas A&M University - College Station

• Zhuoying Wang, Texas A&M University - College Station