Determining the Differences between English Language Learners Who Exit Services and English Language Learners Who Become Long-Term ELLs: A Discriminant Analysis

Abstract The purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases.Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score. In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate.The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.

Level thesis:degree_level

Doctorate Degree

Year dc:date.issued

2015

Author dc:creator

• Walker, Diana L.

Advisor dc:contributor.advisor

• Thornton, Bill

Committee members dc:contributor.committeemember

• Hill, George (Gus)
• Perreault, George
• Harrison, Thomas
• Boardman, Kathleen

• Discriminant Analysis
• English Language Learners
• Language Minority Students
• Literacy
• Long Term ELLs

Statement dc:rights

• In Copyright(All Rights Reserved)

Handle dc:identifier.uri

http://hdl.handle.net/11714/2539

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/2539