MEASURING THE ACADEMIC ACHIEVEMENT AND ENGLISH LANGUAGE PROFICIENCY OF STUDENTS AT THE SECONDARY LEVEL

Topics: English language, High school, Language acquisition Pages: 48 (10249 words) Published: July 21, 2014
MEASURING THE ACADEMIC ACHIEVEMENT AND ENGLISH LANGUAGE
PROFICIENCY OF STUDENTS AT THE SECONDARY LEVEL
BY
Jessica R. Wille

A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the Degree of Education Specialist
With a Major in
School Psychology
Approved: 6 Semester Credits

Thesis Committee Members:

The Graduate School
University of Wisconsin - Stout
May 2006

English Language Proficiency

2

The Graduate School
University of Wisconsin - Stout
Menomonie, WI 5475 1

ABSTRACT

(Writer)

Wille
Jessica
(Last Name) (First)

R
(Initial)

Measuring the Academic Achievement and English Language Proficiency of Students at the (Title)
Secondary Level
School Psychology
(Graduate Major)

Jacalyn W. Weissenburger, Ph.D.
(Research Advisor)

(May12006)
(MonthIYear)

52
(No. of pages)

American Psychological Association (APA) Publication Manual: Fifth Edition (Name of Style Manual Used in this Study)

With the increase in English language learner populations, the extent of ELL programming, and the need to increase retention, it is important to use appropriate assessment tools to determine the need for programming and to measure progress for ELL students. The purpose of this study was to determine the connection between English language proficiency as measured by the Language Assessment Scales (LAS) and academic success measured by grade point average and the Wisconsin Knowledge and Concepts Examination (WKCE). Further, this research sought to determine the utility of the LAS for measuring growth over time. Participants (n

= 29) were

enrolled in a north central Wisconsin school district. Data was

collected for 8thand 10" grade students during the 2002-2003 school year. Separate correlational analyses were computed to determine relations between language proficiency and WKCE and

English Language Proficiency
grade point average. Further, dependent t-test analyses were conducted to determine language proficiency growth. Findings reveal acceptable developmental validity on the LAS reading measures, while the writing measures failed to demonstrate acceptable alternate form reliability. Results of language proficiency correlations with measures of GPA and performance on the WKCE revealed mixed results. The overall evidence did not confirm the usefulness of the LAS to predict student achievement as measured by cumulative GPA or the WKCE's Reading and Language Arts standard scores.

3

English Language Proficiency

4

Table of Contents
P a
Abstract ......................................................................................................... 2
List of Tables .................................... .............................................................. 6
Acknowledgements............................................................................................ 7
Chapter I: Introduction ........................................................................................ 8
Chapter 11: Literature Review ............................................................................. -12
...
Second Language Acquisition ..................................................................... 12

13
Definition of English Language Learner ......................................................... 14
Identification Process for English Language Learners ......................................... 15
Assessment Tools for ELL Students.............................................................. Problems with Assessment ........................................................................ 17

1'8
Impacts of Policy and Reform Efforts ............................................................ 22
Programming for English Language Learners .................................................. Chapter 111: Methodology ................................................................................... 28...

References: Adams, D., Astone, B., Nunez-Wormack, E., Smodlaka, I. (1994). Predicting the academic
achievement of Puerto Rican and Mexican-American ninth grade students
Ballard, W. S., Tighe, P. L., & Dalton, E. F. (1979, 1982, 1984, & 1991a). Examiner 's manual
IPTI, Oral grades K-6, Forms A, B, C, and D English
Bers, T. (1994). English proficiency, course patterns, and academic achievements of limitedEnglish-proficient community college students. Research in Higher Education, 35 (2),
209-234.
Burnett, G. (1993). The assessment andplacement of language minority students. New York,
NY: ERIC Clearinghouse on Urban Education
No. ED357131).
California State Department of Education. (1989). /4 handbook on California educationfor
language minorityparents: Japanese/English edition
Carpenter, C.D. (1995). Review of the Language Assessment Scales, Reading and Writing. In
J.Conoley and J
Castaneda v Pickard, 648 F. 2nd989 (5th Circuit, 1981).
Center for Language Minority Education & Research. (1996). Comprehensive services for
secondary immigrant students demonstration project outcomes report
Civil Rights Act of 1964,42 U.S.C. Sec 2000d, 200d-1 (1976).
Clements, B., Lara, J., & Cheung, 0 . (1992). Limited English proficiency: Recommendations for
improving the assessment and monitoring of students
Collier, V. P. (1995). Acquiring a second language for school. Directions in Language and
Education, 1, 4.
Crisostomo, M., & Dee, J. R. (2001). Immigrants in US. colleges: m a t contributes to their
academic success? Paper presented at the 26thAnnual meeting of the Association for the
Curnrnins, J. (1984). Wanted: A theoretical framewlork for relating language proficiency to
academic achievement among bilingual studlents
C u m i n s , J. (1989). A theoretical framework for bilingual special education. Exceptional
Children, 56(2), 111- 119.
De Avila, E. (1990). Assessment of language, minority students: Political, technical,practical
and moral imperatives
Proficient Student Issues. OBEMLA, 1990.
De George, G. (1988). Assessment and placement of language minority students: Procedures for
mainstreaming
Del Vecchio, A. & Guerrero, M. (1995). Handbook of English language proficiency tests.
Duncan, S.E. & DeAvila, E.W. (1988). Language Assessment Scales Reading and Writing
Examiner 's Manual
Garcia-Vazquez, E., Vazquez, L. A., & Lopez, I. C. (1997). Language proficiency and academic
success: relationships between proficiency in two languages and achievement among
Ginsburg, A.L. (1992). Improving bilingual educatilonprograms through evaluation.
Guyette, T.W. (1995). Review of the Language Assessment Scales, Reading and Writing. In
J.Conoley and J
Hernandez-Gantes, V. M. (1995). What influences eighth-grade Hispanic students ' academic
achievement? A structural equation analysis
the American Educational Research Association. San Francisco, CA, April 18-22, 1995.
Lau v. Nichols, 414 U.S. 563,94 S.Ct. 786 (1974).
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Essay on English Language and English Proficiency Levels
  • English Proficiency and Academic Achievement Essay
  • Syllabus for English Language Proficiency Essay
  • Levels of Language Proficiency Essay
  • Assesment of Level of English Proficiency Essay
  • Proficiency level of College Students Essay
  • Significant Language Development and Academic Growth of the English Learner Research Paper
  • Essay about Students' Academic Achievement

Become a StudyMode Member

Sign Up - It's Free