Academic achievement outcomes of former English-language-learners in Texas

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dc.contributor.advisorCawthon, Stephanie W.en
dc.contributor.committeeMemberRude, Stephanie S.en
dc.creatorRen, Hanen
dc.date.accessioned2011-07-25T18:16:17Zen
dc.date.accessioned2017-05-11T22:22:54Z
dc.date.available2011-07-25T18:16:17Zen
dc.date.available2017-05-11T22:22:54Z
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.date.updated2011-07-25T18:16:22Zen
dc.descriptiontexten
dc.description.abstractTexas has one of the highest populations of English Language Learners (ELLs) in the U.S., with a complex system for their placement, education, and assessment. Spanish speaking, Hispanic ELLs represent a large proportion of this population. The long-term academic achievement of these ELLs identified in elementary is not well known, especially under the policy changes of No Child Left Behind. Using Hierarchical Linear Modeling, this study compares student achievement, as measured by high-stakes testing, of Hispanic ELLs enrolled in Bilingual Education, English as a Second Language, and their non-ELL, demographically similar peers. Data will be examined at four time points spanning 3rd-9th grade, to suggest implications of Texas educational policy on student achievement.en
dc.description.departmentEducational Psychologyen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2011-05-2691en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-2691en
dc.language.isoengen
dc.subjectELLen
dc.subjectNCLBen
dc.subjectHigh-stakes testingen
dc.subjectNCLBen
dc.subjectTAKSen
dc.titleAcademic achievement outcomes of former English-language-learners in Texasen
dc.type.genrethesisen

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