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Dissertation/Thesis Abstract

A Study on ACCESS Scores and MAP Data
by Pearson, Deborah Lynn, Ed.D., Lindenwood University, 2015, 136; 3728023
Abstract (Summary)

English Language Learners (ELLs) are no longer a part of specific areas of America. They have crossed all classroom boundaries of the United States. This means as ELLs have integrated into the classrooms, educators are becoming versed in methods and strategies to help ELLs learn and achieve proficiency on standardized assessments. The purpose of this study was to determine if ELLs learned enough to be proficient in English to do well on a standardized test as their non-ELL peers. The Missouri Assessment Program (MAP) and the Assessing Comprehension and Communication in English State to State (ACCESS) were the two exams used to compare proficiency results. The MAP is the standardized test given to Missouri students beginning at Grade 3. The ACCESS is a language achievement test developed by the World-Class Instructional Design and Assessment (WIDA) Consortium to track levels of English in students beginning in Kindergarten. Students in Grades 3 through 8 were the focus for this study. The exam results of ELLs who took both the MAP and ACCESS were analyzed and compared to their non-ELL peers. The results showed that ELLs who meet academic proficiency on their ACCESS test also have as much English comprehension to do as well on the MAP as the non-ELLs. All groups of students, Grades 3 through 8, showed that if ELLs have reached a level of bridging, or Level 5, they are capable of working with grade level material in English.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Moeller, Trey, Rosetti, Tony
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational evaluation, Foreign language education, Middle School education, Elementary education
Keywords: Access, English language learners, Map
Publication Number: 3728023
ISBN: 978-1-339-13325-6
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