Accommodation Practices for English Language Learners in States’ Mathematics Assessments

2012 ◽  
Vol 114 (3) ◽  
pp. 1-26
Author(s):  
Mikyung Kim Wolf ◽  
Jenny C. Kao ◽  
Nichole M. Rivera ◽  
Sandy M. Chang
Keyword(s):  
English Language Learners ◽  
Large Scale ◽  
English Language ◽  
Research Question ◽  
Small Sample ◽  
Language Learner ◽  
Decision Makers ◽  
Appropriate Use ◽  
Math Assessment ◽  
Ell Students

Background/Context Testing accommodations have been widely utilized as a way of increasing the validity of content assessments for English language learner (ELL) students. However, concerns have also arisen regarding the appropriateness of accommodation use, including the accessibility and fairness of accommodations. While many states have developed ELL-specific accommodation policies and guidelines, little research has been available on how the accommodation policies are carried out in practice. Purpose/Objective/Research Question/Focus of Study The present study investigated two states’ accommodation policies, specifically for the states’ respective large-scale Grade 8 math assessments, and conducted a case study to examine teachers’ understanding of the policies and uses. The study aimed to identify issues to consider for an appropriate use of accommodations and provide useful information for policymakers to improve their accommodation policies. Research Design The study utilized a qualitative method employing teacher surveys and interviews. The survey and interview instruments were developed based on previous literature and experts’ feedback. The interview transcripts were coded by two researchers using a systematic coding scheme. Descriptive statistics of the responses were computed to observe trends across and within districts and schools. The results were also compared between states or between ELL and math teachers when applicable. Conclusions/Recommendations Despite the limitation of the small sample in this study, the findings of the study offer practical implications for policymakers and educators in the use of accommodations for ELL students. The study found considerable variation reported by teachers with regard to the perception of accommodation decision makers, selection criteria, and the types of accommodations allowed in each state's math assessment. This variation raised serious concerns regarding the adequacy of the accommodation uses and the comparability of accommodated test results across schools. In this paper, we discussed a number of possible reasons for teachers’ reported difficulty in keeping up with state policies: (a) lack of clear guidelines in making accommodation decisions and implementing accommodations in a standardized way, (b) lack of or limited opportunities in receiving information and communicating about accommodations among decision makers and teachers, and (c) limited resources and logistical difficulties. To support an appropriate use of accommodations for teachers, we recommend that states make efforts to provide comprehensive, operationalized guidelines for ELL accommodations, monitor the use of the guidelines, and hold regular professional meetings for ELL and content teachers.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

2020 ◽  
Vol 64 (4) ◽  
pp. 243-258
Author(s):  
Courtney Ricciardi ◽  
Allison Haag-Wolf ◽  
Adam Winsler
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Academic Performance ◽  
School Readiness ◽  
Large Scale ◽  
English Language ◽  
Latino Students ◽  
Language Learner ◽  
Second Grade ◽  
Gifted Identification

We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.

Mathematics Preservice Teachers Learning About English Language Learners Through Task-Based Interviews and Noticing

2012 ◽  
Vol 1 (1) ◽  
pp. 10-22 ◽  
Author(s):  
Anthony Fernandes
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Best Practices ◽  
Language Learners ◽  
English Language ◽  
Middle School Mathematics ◽  
Language Learner ◽  
Ell Students ◽  
English Only ◽  
Mathematics Educators

This article describes the 3rd cycle of an intervention in a mathematics content course that was designed to foster awareness among middle school mathematics preservice teachers (PSTs) of the challenges that English language learner (ELL) students face and the resources they draw on as they learn mathematics and communicate their thinking in English-only classrooms. Pairs of PSTs engaged 2 different ELL students in a videotaped task-based interview using 4 measurement tasks. Following each interview, the PSTs wrote a structured report guided by Mason's (2002) framework of noticing. The results of the intervention indicated that the PSTs went beyond awareness of ELLs' needs and challenges and also adopted strategies outlined in the literature that were aligned with best practices for teaching ELLs. The article also discusses the potential of the intervention and how it can be used by other mathematics educators.

scholarly journals Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment

2021 ◽  
Vol 12 ◽  
Author(s):  
Ruixue Liu ◽  
Kelly D. Bradley
Keyword(s):  
English Language Learners ◽  
Achievement Gap ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Hierarchical Generalized Linear Model ◽  
Ell Students ◽  
Item Functioning ◽  
Item Level ◽  
Common Items

The current study research showed the nature and potential sources of the gaps in mathematics achievement between English language learners (ELLs) and non-English language learners (non-ELLs). The nature of achievement gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, and Hierarchical Generalized Linear Model (HGLM). These were conducted at the item level in contrast to total test level. Results revealed that the three DIF approaches identified 10 common items. These 10 items demonstrated in favor of non-ELLs. Findings from this study will help educational researchers, administrators, and policymakers understand the nature of the achievement gap in mathematics at item level so that United States can be competitive in middle school mathematics education. This study also suggested that item writers and test developers should construct assessments where language is equally accessible for ELL students.

English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books

2009 ◽  
Vol 111 (11) ◽  
pp. 2560-2588 ◽  
Author(s):  
Joelle Sano
Keyword(s):  
Content Analysis ◽  
Social Class ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Read Aloud ◽  
Children's Books ◽  
Children’S Books ◽  
Caldecott Medal ◽  
Ell Students

Background/Context Although much research has evaluated children's books for depictions of gender, little has centered on the portrayal of immigrants and social class. This investigation utilizes Bourdieu's theory of capital reproduction in education, Durkheim's conception of collective conscience and morals, and Bowles and Gintis's critique of schooling to evaluate these depictions and to investigate the functions of English language learner (ELL) education. Focus of Study This analysis investigates the representation of immigrants and class in children's books read aloud in ELL classrooms. Research Design Using lists provided by a leading school of education, the investigation uses a content analysis of 50 books often read aloud to ELL students based on five economic and cultural capital indicators. Additionally, the research included a content analysis of the morals presented by these books and by the past 20 Caldecott Medal-winning books. Findings Findings suggest strong differences in class portrayals and morals between ELL classroom and Caldecott Medal-winning books. Additionally, the evidence shows that the ELL books portray various ethnic immigrant groups differently, often supporting popular stereotypes about these ethnicities. Conclusions and Recommendations The study provides possible implications of the findings on the educational and career aspirations of ELL students and suggests that future researchers focus on participant-observation to expand these findings.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals The Information Search Process of English Language Learner (ELL) Students in a Guided Inquiry Project

2021 ◽  
Author(s):  
Sung Un Kim ◽  
Ross J. Todd
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
English Language Learner ◽  
English Language ◽  
School Libraries ◽  
Language Learner ◽  
Guided Inquiry ◽  
Ell Students ◽  
Questionnaire Surveys ◽  
Project Data

This study seeks to understand the information-to-knowledge experience of English Language Learner (ELL) students in a Guided Inquiry project undertaken by the librarian and subject teachers. As a pilot study, it provides an in-depth examination of two Korean 11th grade students in a biology class of a high school in New Jersey, U.S. During the project, data were collected through questionnaire, surveys, search journals, search sessions, observation, students’ papers, and interviews. The findings of this study will facilitate the understanding on the information seeking and knowledge construction process of ELL students so that school environments, including school libraries, can provide meaningful instructional and service interventions for them.

Teacher and Student Reciprocal Agency in Odds-Beating Schools

2020 ◽  
Vol 122 (12) ◽  
pp. 1-34
Author(s):  
Aaron Leo ◽  
Kristen C. Wilcox ◽  
Catherine Kramer ◽  
Hal A. Lawson ◽  
Mina Min
Keyword(s):  
New York ◽  
English Language Learners ◽  
Secondary Schools ◽  
English Language ◽  
Research Question ◽  
Qualitative Comparative Analysis ◽  
Student Agency ◽  
Teachers And Students ◽  
Graduation Outcomes ◽  
High Diversity

Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student agency relate in high-need and high-diversity contexts with exemplary student graduation outcomes. Purpose/Focus of the Study In an effort to address the paucity of research investigating the relationships of teacher and student agency, this analysis draws on seven qualitative case studies of secondary schools achieving a trend of above-predicted (i.e., odds-beating) graduation outcomes. We pursued the overarching research question: What are the relationships between teacher and student agency in odds-beating schools? Setting The study took place in a purposeful sample of odds-beating secondary schools identified through multiple regression analyses. The sample included schools in rural, suburban, and more urban communities and were distributed across various geographic regions in the state of New York. All schools shared a pattern of above-predicted graduation outcomes, taking into account student demographic factors (percentage of students economically disadvantaged, African American/Black, Hispanic/Latinx, and English language learners). All schools met the criteria of being within the normal range for wealth ratio as well. Research Design This qualitative multiple case study focused on data generated from interviews and focus groups with 302 participants, including teachers, student support specialists, and school and district leaders, as well as field notes gathered during guided school tours, and documents. These data were analyzed using qualitative comparative analysis methods in multiple phases of deductive and inductive coding. Conclusions Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This research also suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices. We conclude that teacher and student reciprocal agency merits further study and offers theoretical insights of particular import in high-needs and high-diversity school contexts.

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

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