Writing Progression of Students with Limited English Proficiency on Texas State Exams

Autor/in	Heckman, Jill S.
Titel	Writing Progression of Students with Limited English Proficiency on Texas State Exams
Quelle	(2009), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-2165-2
Schlagwörter	Hochschulschrift; Dissertation; Standardized Tests; Information Management; Measures (Individuals); Program Effectiveness; Urban Areas; Writing Ability; Limited English Speaking; Writing Improvement; Hispanic American Students; Mexican Americans; Statistical Analysis; Rating Scales; Elementary School Students; Middle School Students; Management Information Systems; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standadised tests; Standardisierter Test; Procurement of information; Informationsbeschaffung; Messdaten; Urban area; Stadtregion; Schreibkompetenz; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Statistische Analyse; Rating-Skala; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Managementinformationssystem
Abstract	One of the purposes of this study was to examine whether or not the present and past standardized tests in the state of Texas had any positive impact on the writing abilities of the limited English proficient (LEP) Mexican-American students. Another objective of the study was to determine if one test was more effective than another. In this case, the two tests which were studied were TAAS (Texas Assessment of Academic Skills) and TAKS (Texas Assessment of Knowledge and Skills). This was a quantitative, expost-facto study which examined the mean scale scores of writing examinations for LEP students in elementary and middle schools, dating back to 1993. The results of each year were compared to those of the previous year to check for significant growth. The comparison was made to the mean scale score from the previous year. A value of alpha = 0.05 was used to check for significance. Included in the study were a look at the current relationships with other groups on present writing scores, and comparisons with the same groups who have taken the written examination in two separate grade levels. Data for this study were collected using information available through the PEIMS (Public Education Information Management System) database and the Texas Education Agency. Eight school districts were selected throughout the state according to criteria set up within the study, including a range of sizes representing the urban areas of the state, LEP population, Mexican-American population, and the percentage of students on free or reduced meals. Once the district sampling was selected, the scale scores for the writing examinations for the appropriate grade levels were acquired and then averaged. The results of the study showed no significant growth in writing for LEP students in grades four and seven for TAKS or in grades four and eight for TARS. In comparison tests with other demographic groups, the LEP students scored significantly lower in writing in 2008 in both the fourth and seventh grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10