Event Title
Investigating the World of Mathematics to Uncover How Language Proficiency Influences English Language Learners' Performance on High Stakes Tests
Presentation Type
Oral and/or Visual Presentation
Presenter Major(s)
Education
Mentor Information
Diarrasssouba Nagnon
Department
College Of Education
Location
Kirkhof Center 2270
Start Date
11-4-2012 4:00 PM
Keywords
Changing Ideas/Changing Worlds, Ethics, Identity, Mathematical Science, Social Class, U.S. Diversity
Abstract
English language learners (ELLs) must take the mathematics portion of state standardized tests regardless of their time spent in U.S. schools. This practice follows the misconception that mathematics is a "universal language" and less language dependant, however, a significant performance gap between non-ELLs and ELLs on high stakes mathematics tests persists and must be addressed. In order to investigate the impact of language proficiency on test performance a cross-sectional study was conducted. The study included item performance data, by group, for 24,693 seventh and eighth grade students who took the 2007 and/or the 2008 mathematics Michigan Education Assessment Program (MEAP) assessment, and a questionnaire completed by 16 seventh and eighth grade participants for triangulation. The item performance data set was analyzed using a logistic regression model. Cross tabulation, content, descriptive, and frequency analyses were conducted on the questionnaire responses.
Investigating the World of Mathematics to Uncover How Language Proficiency Influences English Language Learners' Performance on High Stakes Tests
Kirkhof Center 2270
English language learners (ELLs) must take the mathematics portion of state standardized tests regardless of their time spent in U.S. schools. This practice follows the misconception that mathematics is a "universal language" and less language dependant, however, a significant performance gap between non-ELLs and ELLs on high stakes mathematics tests persists and must be addressed. In order to investigate the impact of language proficiency on test performance a cross-sectional study was conducted. The study included item performance data, by group, for 24,693 seventh and eighth grade students who took the 2007 and/or the 2008 mathematics Michigan Education Assessment Program (MEAP) assessment, and a questionnaire completed by 16 seventh and eighth grade participants for triangulation. The item performance data set was analyzed using a logistic regression model. Cross tabulation, content, descriptive, and frequency analyses were conducted on the questionnaire responses.