This study explores the relationship between English Learners (ELs) in the Texas school system and their outcomes on the State of Texas Assessments of Academic Readiness (STAAR) tests and the Texas English Language Proficiency Assessment System (TELPAS). Schumann's Acculturation Model and Krashen's Input Hypothesis were used as theoretical…

Teachers' beliefs about language and technology, pedagogy, and ability to integrate them can be challenging within the second language classroom. This study was a conceptual replication of previous work in the field of TPACK with world language teachers. This mixed-methods study included 59 current in-service world language teachers grades 9-12 in…

English language (EL) students' English language proficiency (ELP) scores directly impact a school district's College and Career Ready Performance Index (CCRPI) score, measuring whether Georgia meets accountability requirements. English language proficiency for English language learners (ELLs) is measured by the ACCESS for ELLs assessment. The…

During the era of accountability in K-12 schools in the U.S., school leaders' and teachers' responsibilities concerning language proficiency assessments extend beyond test administration and determination of eligibility for services. State and federal accountability systems challenge educators and school leaders to use language assessment results…

The number of English language learners (ELLs) has increased. The problem is ELLs in a middle Tennessee Charter School network meet challenges in achieving English proficiency, thus limiting academic and social prospects. The purpose of this quantitative correlational study was to determine if there was a relationship between leader-led…

The purpose of this quantitative correlational study was to determine if and to what extent an ELL student's SBELP-RC could predict his or her ACPELA-RC, ACPELA-WP, and ACP-A1. Study participants were ELL students in Grades 9 to 12, attending a Northern Virginia high school. A further purpose of this study was to investigate if and to what extent…

None of the most well-established indices within curriculum-based measurement of writing (CBM-W) assess students' use of vocabulary within writing. Yet vocabulary knowledge is fundamental to writing, as well as the other three domains of English language proficiency (reading, speaking, listening), and it is particularly crucial for English…

The emergence of digital-first assessments is prompting reconsideration of, and innovation in, aspects of psychometrics, test validation, and test use. Using the Duolingo English Test (DET) as an example, this three-paper series seeks to address issues concerning the estimation of classification consistency and the reporting of results for such…

This study investigates how aspects of collocational proficiency affect the ratings that expert examiners give to second language (L2) English learner essays. Lexical proficiency is a multi-faceted phenomenon and certain aspects of it are particularly impactful on human judgements, including lexical sophistication and accuracy. However, the…

This quantitative correlational non-experimental study examined the predictable relationship between the ACCESS for English Language Learners scale score and the Georgia Milestones English Language Arts (GMAS-ELA) standardized assessment for reclassified fifth-grade English language learners during the 2018-2019 school year. The problem addressed…

This study sought to find if the implementation of the strategy of goal setting and reflective portfolios would improve reading comprehension among long-term English learners (LTELs), which in turn would impact their FastBridge aReading scores. LTELs have difficulty reclassifying, resulting in negative outcomes regarding graduation rates and…

International students have comprised a steadily growing demographic in America's colleges and universities for the past seventy-five years. Over the many years and decades, the proportion of international students whose first language is not English has also increased. Subsequently, American higher education has come to rely on an important…

With this study I investigate the consequential validity of a state English language proficiency (ELP) assessment, following Messick's (1989) expanded theory on validity. I examined intended and unintended consequences of the Texas English Language Proficiency Assessment System (TELPAS) through stakeholder perceptions. TELPAS is a federally…

This quantitative, correlational-predictive study was performed using publicly available archival data to determine if and to what extent post-COVID-19 relief funding (ESSER III) received by the Arizona public school districts in the 2021-2022 school year had a statistically significant impact on the English Language Arts (ELA) assessment during…

Students must have a working understanding of the language of instruction to be successful in school. In the United States, English is the predominant language of instruction, and students who come from homes where a language other than English is spoken face the additional challenge of learning both subject matter content and the dominant…