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ERIC Number: ED516972
Record Type: Non-Journal
Publication Date: 2011-Mar
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah. Summary. Issues & Answers. REL 2011-No. 110
Crane, Eric W.; Barrat, Vanessa X.; Huang, Min
Regional Educational Laboratory West
This document summarizes a study that examines the relationship between performance on Utah's English proficiency assessment and English language arts and mathematics content assessments by English language learner students and compares the performance of English language learner and non-English language learner students on the content assessments. Two research questions guided the study: (1) What is the distribution of performance of English language learner students in grades 10 and 11 on the Utah Academic Language Proficiency Assessment, compared with their performance on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students? and (2) How does the performance of English language learner students on the English language arts and mathematics content assessments of the Utah Performance Assessment System for Students compare with that of non-English language learner students, overall and by content standard? The Utah State Office of Education provided student-level datasets of all grade 10 and 11 students who took the language proficiency and content assessments in 2008/09. Findings include: Of grade 10 students who scored below intermediate on the language proficiency assessment, 6 percent scored 3 or 4 (the highest two scores) on the English language arts content assessment; of grade 10 students who scored intermediate on the language proficiency assessment, 14 percent scored 3 or 4 on the English language arts content assessment; and of grade 10 students who scored advanced on the language proficiency assessment, 59 percent scored 3 or 4 on the English language arts content assessment. Of grade 11 students who scored below intermediate on the language proficiency assessment, 1 percent scored 3 or 4 on the English language arts content assessment; of grade 11 students who scored intermediate on the language proficiency assessment, 9 percent scored 3 or 4 on the English language arts content assessment; and of grade 11 students who scored advanced on the language proficiency assessment, 33 percent scored 3 or 4 on the English language arts content assessment. The information from this study is expected to aid the Utah State Office of Education in generating descriptive information about English language learner students' performance on the language proficiency and content assessments, in informing ongoing discussions of rules related to when students should be moved out of English language learner status, and in helping the state agency's curriculum and instruction and assessment programs develop a richer understanding of English language learner students' performance on specific content. [This summary was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd. For the main report, see ED516971.
Regional Educational Laboratory West. Available from: WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org/cs/we/view/pg/11
Publication Type: Reports - Descriptive
Education Level: Grade 10; Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory West (ED)
Identifiers - Location: Utah
IES Funded: Yes