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English Language Proficiency and Academic Achievement of High School English Learners Compared to Long-Term English Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	English Language Proficiency and Academic Achievement of High School English Learners Compared to Long-Term English Learners./
Author:	Easter, Terri J.
Description:	1 online resource (132 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798379411930

English Language Proficiency and Academic Achievement of High School English Learners Compared to Long-Term English Learners.
Easter, Terri J.

English Language Proficiency and Academic Achievement of High School English Learners Compared to Long-Term English Learners. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--Austin Peay State University, 2023.

Includes bibliographical references

The purpose of this study was to investigate the relationship between long-term English learners' (LTELs) and non-LTEL English learners' (ELs) English language proficiency (ELP) and mean academic achievement in mathematics and English language arts (ELA). This cross-sectional quasi-experimental study utilized the records of 390 high school EL students (161 LTELs and 229 non-LTEL EL students) within one school district between the 2015-2016 and 2021-2022 school years. These de-identified secondary data were students' achievement scores on the TNReady state standardized assessment and WIDA Access 2.0 English language proficiency assessment. Data were analyzed using four multiple linear regressions. The findings of this study indicate that ELP in reading is a predictor of future mathematic success for LTELs (p = .031) and non-LTEL EL students (p = .030). In regard to ELA, reading and writing were both predictors of future achievement in LTELs (p = .029; p = .004, respectively) and non-LTEL EL students (p = .004; p = .004, respectively). The findings of Research Questions 1-3 indicate a small effect size and Research Question 4 indicates a medium effect size. Implications for practice include the disaggregation of data, increased professional development related to teaching literacy in the content areas, and targeted interventions to enhance LTEL literacy. Implications for research include revisiting the time required to acquire ELP and the incorporation of diverse populations and instruments. Implications for policy include clear definitions of ELP, LTELs, and reclassification criteria, increased data points for reclassification decisions, and transparency regarding the number of LTELs across the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379411930Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

English language proficiencyIndex Terms--Genre/Form:

554714
Electronic books.

English Language Proficiency and Academic Achievement of High School English Learners Compared to Long-Term English Learners.
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