English Learners Who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors. Working Paper. 2021-R2101

Autor/in	Moore, Joann L.
Titel	English Learners Who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors. Working Paper. 2021-R2101
Quelle	(2021), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; College Entrance Examinations; Testing Accommodations; First Generation College Students; Context Effect; High School Students; Educational Experience; Low Income Students; Scores; Correlation; Academic Education; Course Selection (Students); Student Characteristics; Equal Education; Educational Opportunities; Prediction; English (Second Language); Second Language Learning; Standardized Tests; Family Income; Race; Ethnicity; Parent Background; Educational Attainment; Academic Aspiration; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungserfahrung; Korrelation; Akademische Bildung; Course selection; Kurswahl; Bildungsangebot; Bildungschance; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Standadised tests; Standardisierter Test; Familieneinkommen; Rasse; Abstammung; Ethnizität; Elternhaus; Bildungsabschluss; Bildungsgut; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study examined the performance of English learners (ELs) taking the ACT® test with testing supports, as compared to ELs and non-ELs taking the ACT without supports or accommodations. Contextual factors were also explored, including high school experiences and demographic characteristics such as low-income and first-generation college student status that may be associated with their scores. Results indicate that ELs tended to score substantially lower than non-ELs, and ELs who tested with supports tended to score lower than ELs who tested without supports. ELs in both groups, particularly those testing with supports, tended to take fewer core academic courses, fewer honors or AP courses, and had lower high school grades than non-ELs. ELs in both groups, particularly those testing with supports, were also more likely to be non-White, low income, and/or first-generation college students. Regression analyses found that demographic and contextual factors, along with limited English proficiency, played a substantial role in predicting the performance of ELs taking the ACT, both those testing with and without supports. It is important that ELs are provided with a rigorous education that includes instruction in both English language and core academic content to ensure that they have equitable opportunities and experiences as compared to their English proficient peers. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01