MEASURING THE ACADEMIC ACHIEVEMENT AND ENGLISH LANGUAGE PROFICIENCY OF STUDENTS AT THE SECONDARY LEVEL
MEASURING THE ACADEMIC ACHIEVEMENT AND ENGLISH LANGUAGE
PROFICIENCY OF STUDENTS AT THE SECONDARY LEVEL
BY
Jessica R. Wille
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the Degree of Education Specialist
With a Major in
School Psychology
Approved: 6 Semester Credits
Thesis Committee Members:
The Graduate School
University of Wisconsin - Stout
May 2006
English Language Proficiency
2
The Graduate School
University of Wisconsin - Stout
Menomonie, WI 5475 1
ABSTRACT
(Writer)
Wille
Jessica
(Last Name) (First)
R
(Initial)
Measuring the Academic Achievement and English Language Proficiency of Students at the
(Title)
Secondary Level
School Psychology
(Graduate Major)
Jacalyn W. Weissenburger, Ph.D.
(Research Advisor)
(May12006)
(MonthIYear)
52
(No. of pages)
American Psychological Association (APA) Publication Manual: Fifth Edition
(Name of Style Manual Used in this Study)
With the increase in English language learner populations, the extent of ELL programming, and the need to increase retention, it is important to use appropriate assessment tools to determine the need for programming and to measure progress for ELL students. The purpose of this study was to determine the connection between English language proficiency as measured by the Language Assessment Scales (LAS) and academic success measured by grade point average and the Wisconsin Knowledge and Concepts Examination (WKCE). Further, this research sought to determine the utility of the LAS for measuring growth over time.
Participants (n
= 29) were
enrolled in a north central Wisconsin school district. Data was
collected for 8thand 10" grade students during the 2002-2003 school year. Separate correlational analyses were computed to determine relations between language proficiency and WKCE and
English Language Proficiency grade point average. Further, dependent t-test analyses were conducted to
PROFICIENCY OF STUDENTS AT THE SECONDARY LEVEL
BY
Jessica R. Wille
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the Degree of Education Specialist
With a Major in
School Psychology
Approved: 6 Semester Credits
Thesis Committee Members:
The Graduate School
University of Wisconsin - Stout
May 2006
English Language Proficiency
2
The Graduate School
University of Wisconsin - Stout
Menomonie, WI 5475 1
ABSTRACT
(Writer)
Wille
Jessica
(Last Name) (First)
R
(Initial)
Measuring the Academic Achievement and English Language Proficiency of Students at the
(Title)
Secondary Level
School Psychology
(Graduate Major)
Jacalyn W. Weissenburger, Ph.D.
(Research Advisor)
(May12006)
(MonthIYear)
52
(No. of pages)
American Psychological Association (APA) Publication Manual: Fifth Edition
(Name of Style Manual Used in this Study)
With the increase in English language learner populations, the extent of ELL programming, and the need to increase retention, it is important to use appropriate assessment tools to determine the need for programming and to measure progress for ELL students. The purpose of this study was to determine the connection between English language proficiency as measured by the Language Assessment Scales (LAS) and academic success measured by grade point average and the Wisconsin Knowledge and Concepts Examination (WKCE). Further, this research sought to determine the utility of the LAS for measuring growth over time.
Participants (n
= 29) were
enrolled in a north central Wisconsin school district. Data was
collected for 8thand 10" grade students during the 2002-2003 school year. Separate correlational analyses were computed to determine relations between language proficiency and WKCE and
English Language Proficiency grade point average. Further, dependent t-test analyses were conducted to
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