Parker, C. E., Louie, J., & O’Dwyer, L. (2009). New measures of English language proficiency and their relationship to performance on large-scale assessments (Issues & Answers Report, REL 2009–No. 066). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
The purpose of this report is to examine how English language learners’ (ELLs) English language proficiency is related to performance outcomes on content assessments. The following research question guided the study: How does performance in four language domains on an English language proficiency assessment predict English language learner students’ performance on a state content assessment in 5th and 8th grades? The researchers found that after controlling for school and student characteristics, English language proficiency scores in reading, writing, and speaking significantly predicted content scores, yet, English literacy scores (reading and writing) were stronger predictors than measures of oral proficiency. Furthermore, reading and writing scores were significant predictors of mathematics scores as well. Thus, findings reveal that ELLs’ English literacy skills are better predictors of state content assessments than listening or speaking scores.
Action for Learning, Culture of Inquiry