iiiABSTRACT A Mixed - Method Analysis of the Impact of High Stakes Testing onEnglish Language Learners in Major Urban High Schools in TexasApril, 2007Arthur L. Petterway: B.A.
Dillard UniversityM.Ed., Prairie View A&M UniversityDissertation Chair: Dr. M. Paul MehtaAmple research has been conducted on the intrinsic validity of standardized assessments, and on the factors affecting the assimilationand integration of English language learners (ELLs). The reliability of these assessments as a universal tool to measure student learning, andas a basis for determining school performance needed closerexamination. The purpose of this study was to determine the impact of high-stakes testing on ELLs. This was shown in both the quantitative andqualitative dimensions of the study. Data obtained from Texas EducationAgency (TEA) were used to determine whether there was a relationshipbetween the percentage of ELLs enrolled in a school and the percentageof all students passing the 10th grade Texas Assessment of Knowledgeand Skills (TAKS) tests in the core areas of English Language Arts andMathematics given in 2003, 2004, 2005, and 2006. The qualitativeaspect of this study explored what certified English as a SecondLanguage( ESL) teachers, non-certified ESL teachers who teach ELLs,