ERIC Number: ED448603
Record Type: Non-Journal
Publication Date: 2000-Jun
Reference Count: N/A
Participation and Performance of Limited English Proficient Students during Second Attempts on a Graduation Exam. State Assessment Series, Minnesota Report 28.
Spicuzza, Richard; Liu, Kristin; Swierzbin, Bonnie; Bielinski, John; Thurlow, Martha
The central research question of this study is whether first-time scores for repeat limited-English-proficient (LEP) test-takers of Basic Standards Tests (BSTs), also known as "graduation exams," predict a passing score on the test the second time around. Three points are cautiously asserted: (1) 20% or fewer of LEP students who retook the BSTs passed, compared to 35% of all students passing the mathematics test and 52% of all students passing the reading test on the second attempt; (2) LEP students who scored below 64-68% on the reading test and below 66-69% on the mathematics test in 1997 had less than a 50% chance of passing the test in 1998; and (3) there was a small number of students who had very low scores on the first try in 1997, scoring 25% or fewer correct answers on the reading and math sections, who passed the BSTs on the second try in 1998. Although it is beyond the scope of this study, the apparently successful remedial instructional supports received by these students should be examined in greater depth. (Contains 10 tables, 4 figures, and 9 references.) (KFT)
Descriptors: Charts, English (Second Language), High School Students, High Stakes Tests, Limited English Speaking, Performance Based Assessment, Second Language Instruction, Second Language Learning, Secondary Education, Tables (Data)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($8). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Minnesota State Dept. of Children, Families, and Learning, St. Paul.