Dissertation/Thesis Abstract

Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results
by Webb, Elizabeth L., Ed.D., University of West Georgia, 2018, 201; 10977505
Abstract (Summary)

This quantitative, quasi-experimental, ex post facto analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students’ performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments.

Indexing (document details)
Advisor: Packard, Abbot
Commitee: Nixon, Andy
School: University of West Georgia
Department: School Improvement
School Location: United States -- Georgia
Source: DAI-A 80/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, English as a Second Language, Education Policy
Keywords: Assessment, English language learners, English language proficiency, English learners, School improvement, Validity theory
Publication Number: 10977505
ISBN: 978-0-438-74402-8
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