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The effect of language load and student proficiency level on the sixth grade FCAT mathematical assessment

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Date Issued:
2013
Abstract/Description:
As accountability becomes increasingly important to schools and society, greater emphasis has been placed on high-stakes, math and reading testing of all students, including English Language Learners (ELL). Although mathematics is sometimes thought as having a "language of its own" and thus, not as dependent on language proficiency, studies have shown that the increased language load may influence outcomes. To assess possible relationships between English proficiency and success on both the reading and the mathematics sections of the Florida Comprehensive Assessment Test (FCAT), data were collected from sixth grade students in a Florida school district. Results show that students with the lowest ELL level of English proficiency earn significantly lower achievement scores on their overall math FCAT scores than students with higher English proficiency. Similar results were also seen on the high language loaded Data Analysis subtest of the FCAT math assessment. Examining the relationships between overall FCAT mathematics achievement and overall FCAT reading and subcategory scores, a similar pattern was found where the lowest level of ELL English proficiency earned significantly lower achievement scores. A possible language proficiency threshold may have been found where certain aspects of reading skills must be met to produce significant increases in average reading scores. Correlation analysis of each of the reading sub-categories showed moderate to strong relationships with overall math scores indicating English proficiency does matter when assessing math achievement. Multiple regression analysis suggests the four reading categories together may predict 39% of the variance in overall FCAT math scores with Reading Application accounting for almost 3 5% on its own.
Title: The effect of language load and student proficiency level on the sixth 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: 2013
Physical Form: bound thesis
Extent: 127 pgs.
Language(s): English
eng
Abstract/Description: As accountability becomes increasingly important to schools and society, greater emphasis has been placed on high-stakes, math and reading testing of all students, including English Language Learners (ELL). Although mathematics is sometimes thought as having a "language of its own" and thus, not as dependent on language proficiency, studies have shown that the increased language load may influence outcomes. To assess possible relationships between English proficiency and success on both the reading and the mathematics sections of the Florida Comprehensive Assessment Test (FCAT), data were collected from sixth grade students in a Florida school district. Results show that students with the lowest ELL level of English proficiency earn significantly lower achievement scores on their overall math FCAT scores than students with higher English proficiency. Similar results were also seen on the high language loaded Data Analysis subtest of the FCAT math assessment. Examining the relationships between overall FCAT mathematics achievement and overall FCAT reading and subcategory scores, a similar pattern was found where the lowest level of ELL English proficiency earned significantly lower achievement scores. A possible language proficiency threshold may have been found where certain aspects of reading skills must be met to produce significant increases in average reading scores. Correlation analysis of each of the reading sub-categories showed moderate to strong relationships with overall math scores indicating English proficiency does matter when assessing math achievement. Multiple regression analysis suggests the four reading categories together may predict 39% of the variance in overall FCAT math scores with Reading Application accounting for almost 3 5% on its own.
Identifier: fgcu_ETD_0462 (IID)
Note(s): Degree Awarded: Doctor of Education
Department: College of Education
Subject(s): FCAT
English language--Programmed instruction.
Mathematics.
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/fgcu_ETD_0462
Use and Reproduction: Creator holds copyright.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FGCU