Examining the Relationship between Math Scores and English Language Proficiency

Autor/inn/en	Henry, Denfield L.; Nistor, Nicolae; Baltes, Beate
Titel	Examining the Relationship between Math Scores and English Language Proficiency
Quelle	In: Journal of Educational Research and Practice, 4 (2016) 1, S.11-29 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	English Language Learners; Language Proficiency; Elementary School Students; Scores; Mathematics Tests; Correlation; Gender Differences; Socioeconomic Status; Instructional Program Divisions; Achievement Tests; State Standards; Standardized Tests; Grade 3; Multiple Regression Analysis; Statistical Analysis; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Korrelation; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse
Abstract	Multiple studies propose that English proficiency dictates English language learners' (ELLs) performances on mathematics assessments. The current study investigates the predictive power of English proficiency on mathematics scores, while controlling for gender, socioeconomic status (SES), and grade level among ELLs at a south Florida elementary school. Krashen's theory of comprehensible input as a precursor to second language acquisition provides the framework for this quantitative, correlation study. Mathematics scores from the Florida Comprehensive Assessment Test for Grade 3-5 ELLs (N = 177) were analyzed using multiple linear regression. Analysis reveals English proficiency as a statistically significant predictor of mathematics scores. Mathematics scores increase simultaneously with English proficiency but inversely with grade level. Grade level moderates the influence of English proficiency on mathematics scores. Gender and SES have no significant moderating influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01