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The Effect of language load and student proficiency level on the 6th grade FCAT mathematical assessment

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Date Issued:
2011
Abstract/Description:
As accountability becomes increasingly important to schools and society, greater emphasis is placed on students test scores. To assess the possible relationship between English proficiency and success on the mathematics section of the Florida Comprehensive Assessment Test (FCAT), data was collected from students in a southwest school district in Florida and comparisons were made between students of various levels of English proficiency and their total math scores. The sub-categories of the math FCA T were examined to see if particular types of math skills are more dependent on English proficiency than perhaps, other areas. Results show that students with the lowest level of English proficiency (i.e., those currently in active ELL instruction) earn significantly lower achievement scores on the Math FCA T than students with higher English proficiency (i.e., those in follow-up ELL, former ELL, or mainstream students never requiring ELL assistance). From this information, it is suggested that improvement plans for mathematics instruction include greater ELL emphasis.
Title: The Effect of language load and student proficiency level on the 6th grade FCAT mathematical assessment.
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Name(s): Humphries, Colleen J., author
Type of Resource: text
Genre: Thesis
Issuance: single unit
Date Issued: 2011
Physical Form: bound thesis
Extent: 69 pgs.
Language(s): English
eng
Abstract/Description: As accountability becomes increasingly important to schools and society, greater emphasis is placed on students test scores. To assess the possible relationship between English proficiency and success on the mathematics section of the Florida Comprehensive Assessment Test (FCAT), data was collected from students in a southwest school district in Florida and comparisons were made between students of various levels of English proficiency and their total math scores. The sub-categories of the math FCA T were examined to see if particular types of math skills are more dependent on English proficiency than perhaps, other areas. Results show that students with the lowest level of English proficiency (i.e., those currently in active ELL instruction) earn significantly lower achievement scores on the Math FCA T than students with higher English proficiency (i.e., those in follow-up ELL, former ELL, or mainstream students never requiring ELL assistance). From this information, it is suggested that improvement plans for mathematics instruction include greater ELL emphasis.
Identifier: fgcu_ETD_0461 (IID)
Note(s): Degree Awarded: Educational Specialist Degree
Department: College of Education
Subject(s): Mathematics.
English language--Programmed instruction.
FCAT
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/fgcu_ETD_0461
Use and Reproduction: Creator holds copyright.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FGCU