Running Head: THE EFFECTS OF ACADEMIC ASSESSMENT AND ELL SUPPORT

The Effects of Academic Assessments and ELL Support on Student Academic Progress at

Oakland International Academy High School

Orvileta Bygrave

Elizabeth Tallent

Emily Xu

Lindson Feun, Ph.D

Oakland University

March 27, 2020

Acknowledgements 3
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Abstract 4
Chapter 1 5
Introduction 5
Background 5
Assumptions and Limitations 7
Research Questions 8
Chapter 2 9
Literature Review 9
Introduction of Research Topic 9
Literature Review 10
Chapter 3 14
Method of Study 14
Overview 14
Selection of Subjects 15
Evaluation / Research Design 15
Description of Instruments 16
Data Analysis 16
Summary 16
Chapter 4 17
Results of the Study 17
Triangulation of Data 17
Discussion of the Results 23
Chapter 5 26
Conclusions and Recommendations 26
Overview 26
Recommendations 27
Implications for Future Evaluation/Research 28
Appendix A1: Principal Consent for Action Research Project 31
Appendix A2: Parents Consent Form for Action Research Project 32
Appendix B1: OIA ELL Student Survey 33
Appendix B2: Interview Questions 36
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Acknowledgements

We would like to thank the students, teachers, support staff, and administrators at

Oakland International Academy High School. This study would not have been possible without

their support and cooperation. In particular, Principal Cowger who showed strong leadership and

a desire to ensure all students received appropriate instruction and intervention. Additionally, we

would like to thank the Bloomfield Cohort, class of 2018, for encouraging and challenging us.

We become better leaders and educators because of you. Dr. Christine Abbott served as our

cohort coordinator and she is always so helpful and so inspiring. She kept us moving on track

with her passion for seeing us grow and learn together. Finally, we are so grateful to Dr. Lindson

Feun who supervised our work and offered insightful and valuable feedback and support as we

completed our action research project.

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Abstract

The focus of this action research project was to determine the effectiveness of academic

assessments and paraprofessional support in improving academic reading progress of students

who are English Language Learners (ELL). The paper also assessed student attitudes towards

assessments and supports in the classroom at Oakland International Academy High School

(OIA).

The results concluded that there was a 75% improvement in reading on the NWEA

assessment, and that ELL support was effective in the classroom in determining this success. The

classroom support was instrumental in improving students' growth in reading. The research

found that reading levels improved 13% on the WIDA test. This result indicated that ESL

students needed additional support to improve their English and in order to prepare for

standardized assessments.

The paper also recognized that students should not be placed in English Language Arts

(ELA) classes solely based on WIDA and NWEA scores. Only 37.1% strongly agreed that they

were placed in the right ELA class. The decision to place students in English Language Arts

classrooms should also include teacher recommendations and classroom assessments.

It is recommended that Oakland International Academy High School should address the

needs of student language acquisition through continued paraprofessional support, offering

professional development opportunities so they can better support students and the teacher in the

classroom. This training would align paraprofessionals to the expectations and strategies of the

ESL classroom teacher.

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Chapter One

Introduction
Background

Every year there is an influx of students from foreign countries in the American public

school system. These students must be assimilated into the school population, but before they

can navigate subjects in American classrooms, they must learn the English language. To

accommodate English Language Learners (ELL), English as a Second Language (ESL) programs

exist in districts from elementary to high school. Program and populations of students vary from

district to district and schools do their best to provide competent teachers a cohesive curriculum

to meet the needs of this special population of students.

Once ELL students become more proficient in the English language, they are either

partially mainstreamed or fully mainstreamed with their English-speaking peers. ELL students

must navigate American culture and learn the subtle nuances of the English language. Yet,

students learn higher order concepts best in their own language, therefore, teaching ELL students

difficult concepts, while simultaneously teaching English is a day-to-day challenge. It is

important for ESL teachers to collaborate with classroom teachers to assure that ELL students

are able to keep up academically with their English language peers.

The academic progress of ELL students is measured by the reading, writing, speaking

and listening scores they receive on the WIDA (World-Class Instructional Design and

Assessment). In addition, they are also assessed using the NWEA (Northwestern Evaluation

Association) assessment. This test measures progress in reading three times a year (fall, winter

and spring). It is the intent of this research to determine how effective the high school ELL

program is in preparing ELL students to learn in an English classroom.

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WIDA and NWEA assessments will inform the progress of ELL students in the

newcomer program. As Echevarria, Vogt, and Short (2008) have reported, the level of academic

achievement of ELLs has lagged significantly behind that of their language majority peers, and

evidence indicates that the majority of schools are simply ‘not meeting the challenge of

educating these students’” (Newman, Karen L.; Romstedt, Kathleen; & Samimy, Keiko K.,

2010, p. 87). Assessing the progress of students using these testing tools will provide information

regarding the effectiveness of the current curriculum.

Oakland International Academy High School simply referred to as OIA has a very rich

history. Started in 1999 to fill a need in the community of Hamtramck to educate increasing

numbers of Middle Eastern students with nowhere to go. Many schools not only lacked the

resources to teach non-English speaking students, but also lacked the experience to teach them.

“Teachers must learn to identify and then teach the academic language of their subject explicitly

and use varied techniques to build background, convey the new information to ELs in accessible

ways, give students tasks that practice and apply the content and language knowledge, and

review and reteach” (Short, 2013, p. 125). OIA is a part of the Wayne RESA school district but

has a unique culture within its schools. Oakland International Academy comprises three schools

that currently serve over 700 students in grades k-12. Demographics include 73% Arab, 11%

Indian / Asian / Bengali and 13% African American / Black students. According to U.S. News

Education, 70% of the students are economically disadvantaged. Oakland International Academy

is a Charter School managed by Education Management & Networks out of Southfield,

Michigan.

In an effort to fill the need for continued education, OIA High School opened in 2013.

With a population of over 300 students, it is hard for newcomers not to learn from one another.
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“Wray-Lake et al. (2008) argue that youth ‘learn what it means to be a citizen through everyday

experiences of membership in their communities and opportunities to exercise rights and fulfill

obligations’ (p. 87)” (Bonet, 2011, p. 51). OIA has so much to offer, not only a right exposure to

Middle Eastern culture, but also to a variety of languages such as Arabic and Bengali. OIA offers

students access to dual enrollment, E2020 online courses, soccer and basketball, career

exploration as well as a variety of opportunities to explore Michigan through field trips. The

focus of Oakland International Academy is to help students improve English Language

acquisition and proficiency. With all the good qualities and experiences the school offers, the

challenge is in constantly analyze the newcomer program so that it can continue to meet the

needs of new students entering the United States.

Assumptions and Limitations

It is our assumption that all survey results will be answered honestly and accurately to the

best knowledge of the participants and reflect the best effort of all students. We also assume that

the ELL support is being implemented with fidelity by the ELL support staff. In addition, it is

our assumption that inclusion criteria of the sample are appropriate and therefore, assures that the

participants have all experienced the same or similar ELL support.

This research was limited to the data and responses of ELL students who were willing to

participate in the study. The general education students in the classes and all of the ELL students

and teachers at Oakland International Academy High School were not included in the study. We

only used the responses and data from Ms. Bygrave’s 72 students from her English 101/102 and

104 classes consisted of 21 girls and 51 boys. These students were considered a sample of

convenience, which was not representative of the entire ELL population. In addition, some

students obtain ELL support outside of the classroom from an ESL teacher, so the results of
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effectiveness of ELL support may be different for other classes. Finally, due to the small number

of subjects selected from one school, the results cannot be generalized to other grades and

schools. They are specific findings from Ms. Bygrave’s classes at Oakland International

Academy High School.

Research Questions

The focus of this action research project is to determine the effectiveness of the academic

assessments and ELL support on students’ academic reading progress at Oakland International

Academy High School. Our research questions include:

1. How successful are academic assessments (WIDA and NWEA) scores in placing

students in the appropriate instructional classrooms?

2. How effective is ELL support in improving students’ growth in reading on

assessments?

3. What are students’ attitudes towards assessments and support in the classroom?
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Chapter 2

Literature Review

Introduction of Research Topic

American schools have been dealing with the varied challenges of educating students from

foreign countries living in the United States. Some of these challenges include the quality of the

previous education of the student, the language they speak at home, and the number of years

living in the United States. In addition, secondary educators are also tasked with delivering

knowledge of core content to satisfy graduation requirements. Yet, class time is needed to

explicitly teach English. This can make fulfilling these requirements difficult to complete.

“Programmatic differences exacerbate the tension that already exists between meeting both the

academic and linguistic needs of immigrant linguistic minority students” (Callahan, Wilkinson,

Muller, 2009, 356).

Our team researched the effectiveness of using standardized testing in placing English

Language Learners (ELL) in both English Second Language classes and mainstream classes. We

also surveyed student responses to the effectiveness of their classroom placement, their

experiences with standardized testing, and the effectiveness of a paraprofessional in supporting

the acquisition of language and content in the classroom. Hetty Roessingh (1996) says, “ESL

learners quickly become aware of the enormous linguistic demand of the academic mainstream:

‘When I was in ESL, I thought I was quite good in English, but getting into a real classroom and

it turned out it wasn’t so. That’s like starting over again, ’” (Watt, Roessingh, & Bosetti, 1996b,

p. 211).

The experimental group consists of three classes of ELL students in three mainstream

English classrooms. The classrooms are primarily ELL students reading at various levels of
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comprehension. Approximately sixteen American students with low reading levels are also

included in the group. The NWEA Map® (Northwest Evaluation Association) and WIDA

(World-class Instructional Design and Assessment) are the standardized tests we used to

establish reading levels and placement.

This chapter reviews the research literature in connection with the challenges in

educating ELL students, the effectiveness and challenges of ESL and ELL programs in American

schools since the 1990’s, and the factors and reasoning behind using standardized tests to

determine reading levels and student placement in either ESL (English Second Language) or

student success in mainstream classrooms. “The success or failure of the 23 ESL students was

assessed by comparing pre-and post-reading scores...” (Watt & Roessingh, 1999, p. 82).

Watt and Roessingh found that students initially scoring at a 7th grade reading level

could successfully navigate 10th grade English, and could move on to 11th grade English if their

post scores were 8th grade equivalent (Watts & Roessingh, 1996, p. 82). Students with high

achievement in their first language made progress in mainstream English literature classes if

their reading comprehension grade levels were no more than three grade levels below the reading

content of the class.

Literature Review

The English Learners Program ELL has steadily increased in size and scope in the last 40

years. “Since the early 1990s, K–12 schools across the United States have experienced vast

demographic change because of an influx of immigrants and other language minority students”

(Callahan, Wilkinson, Muller, 2009, p. 355). Families from around the world come to America to

work for American companies, to attend universities, as refugees, and as undocumented

immigrants. American schools strive to accommodate the children of these foreign families.
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“Aside from sheer numbers, the growing secondary population of limited English proficient

students is both linguistically and culturally diverse” (Minicucci and Olson, 1992, p. 3). They

have required teachers with specific endorsements, special classrooms, resource rooms, and

programs to help mainstream teachers learn techniques to support these students in their

classrooms. The challenges of teaching secondary English learners are varied. According to

Mannucci and Olson (2010):

They fall into three broad and often overlapping categories: (1) recent immigrants who

have received excellent previous schooling (in another country); (2) those who have

participated in language programs in elementary schools in the United States and

continue into secondary schools with insufficient English fluency and academic content

knowledge to be mainstreamed; and (3) those who have little prior schooling and are

lacking in both basic literacy skills and academic content knowledge. (1992, p. 3).

Facilitating these students in secondary education requires specialized classes that not

only explicitly teach English, but also teach content. Although it is imperative that students learn

the English language, education of these students has leaned more toward providing academic

content while learning English. “Program makers and educators have long prioritized English

acquisition for immigrant students (Gandara, 2002; Lyons, 1990; Wiley & Wright, 2004),

arguably at the expense of academic preparation” (Callahan, Wilkinson, Muller, & Frisco, 2009,

p. 356). ELL students who are academically proficient in their first language, and want to

receive higher degrees from universities, often have to sacrifice academic content to acquire

English proficiency. Consequently, these students end up falling behind academically compared

to their English-speaking peers. “The learning profile of a significant number of our current

ESL high school students that emerges from the demographics data reflects high academic
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abilities and the desire to pursue academic studies at the university level” (Roessingh, 1996, p.

73). Researchers argue that programs for ELL students must incorporate “...integrated language-

learner strategies-concept teaching that will foster a balance in the equation of mainstream

content linked to ESL programming” (Roessingh, 1996, p. 73).

Students in our experimental group also experience difficulties in reading comprehension

because they lack the incidental learning experiences of American culture. When reading articles

or stories, teachers have to use valuable class time explaining background information about

American culture and norms in order for the ELL students to comprehend what they are reading.

“These understandings and knowledge may be thought of as cultural capital” (Roessingh, 1999,

p. 78). Students who are lacking knowledge in American culture are separated into classrooms

with an ESL teacher. These ESL classes move at a slower pace to provide the necessary

background information students need to understand history and English literature. “Ideally, the

English literature class is sheltered. ...it includes only ESL learners, at least for the introductory

level…” (Roessingh, 1996, p. 78). A paraprofessional is provided to translate English in the

student’s native language to support both languages and provide an anchor between them.

Students can ask questions in their native language and immediately connect to English.

Students also complain that they do not have enough time and they feel the content moves too

fast. “They push me so much--too fast--I can’t handle it. I don’t know why they push the

students so hard” (Watt, 1996, p. 211). The program strives to accommodate the varied needs of

their ELL students.

There are a myriad of reasons students from foreign countries are in our classrooms, and

as educators we are tasked to find the strategies and scaffolds to help them learn and prosper.

ELL students that struggle with academics in their native language are twice as likely to quit
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school, drop out, or take a job. “Watt and Roessingh, 1994, 1999, recorded a 74% drop out rate

among high school ESL learners tracked over a 10-year period. ESL students proceed at great

risk of academic failure and dropout after they exit from ESL programs, and struggle in

mainstream course settings” (p. 74). Therefore, it is imperative that ELL learners are

appropriately placed in the correct classes to meet their needs, not only in learning the English

language, but also in acclimating and learning about American culture. In addition, ELL learners

that have achieved academically in their first language must continue to be challenged

academically while simultaneously learning the English language. This can be accomplished

through programs that address linguistic needs as well as academic needs. “Our focus needs to

be on student success in developing the English language proficiency, concepts, and learning

strategies our students need to become independent and lifelong learners” (Roessingh, 1996, p.

83).
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Chapter 3

Method of Study

Overview

The effectiveness of measuring student growth in placing ELL students in the appropriate

English Language Arts programs at Oakland International Academy using reading assessments

was examined using data from surveys, NWEA (Northwest Evaluation Association), STAR

Reading (Standardized Test for the Assessment of Reading), and WIDA (World-class

Instructional Design and Assessment).

The purpose of this study was to assess the reading growth of a target group of ELL

students from fall 2018 to spring of 2019. Student growth was measured with two online

assessments, NWEA, STAR Reading, and paper WIDA test. The study focused on three aspects

of concerns for students’ growth in English proficiency. The first was to determine how accurate

are the NWEA, STAR, and WIDA tests in determining reading levels and the appropriate

placement of ELL students in English classrooms. Second, to what degree is the effectiveness of

ELL support in improving students’ growth on reading assessments? Lastly, what are student’s

attitudes toward learning the English language, taking assessments in English and the support

they receive in the classroom?

Oakland International Academy was the school studied. OIA has a unique student

population with a variety of needs in order to reach grade level expectations. The school's

mission is for students from all backgrounds to “achieve academic growth and proficiency both

at grade level and beyond to prepare them for their college and career goals”

(www.oiacademy.net). It is the school’s vision for all students to be supported in acquiring

English in a data driven environment to ensure success. The study was conducted using a select
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group of students who took the NWEA test in fall 2018. These students (all tenth graders) were

selected from Ms. Bygrave’s 101/ 102 /104 groups. Out of 72 students, only 63 were tested. In

addition, a survey was administered during their composition class to assess students' feelings

and attitudes of the effectiveness of classroom support in their current English class and if these

supports prepared them for taking the reading assessments. The results of the study were

intended to provide feedback on student attitudes, to improve the effectiveness of instruction,

and to benefit future students entering the program. The consent forms for students is in

Appendix A.

Selection of Subjects

The selection of subjects was based on their participation in the NWEA assessment taken

September 17, 2018. Subjects were selected at a sample of convenience. The ELL students were

chosen from Ms. Bygrave’s English class 101, 102, and 104 based on their scores on the NWEA

test. The student population of all three classes is 63 students out of 72 students, consisting of 51

boys and 21 girls.

Evaluation / Research Design

The evaluation was conducted at Oakland International Academy from September 2018

to May 2019. Assessments were administered several times throughout the school year. NWEA

was administered in fall September 17- 28th in 2018. Winter NWEA was administered between

February 4-11, 2019. Finally, Spring NWEA was taken May 9-24, 2019. Following the Winter

NWEA test, the WIDA test was administered on February 19-21, 2019. The test was

administered over three days during the first through third hour classes. After each assessment, a

reflection was given either through an interview or paper/pencil questionnaire. The student

surveys were electronically sent using Google Forms, which allows us to obtain the data
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immediately. Student reflections after the WIDA test were administered using paper/pencil. It

consisted of three short answer questions.

Description of Instruments

Data were collected using online and paper assessments, as well as an online survey

using Google Forms.

Data Analysis

A Frequency count was taken to show which students that were placed in the lowest

group, 104 class, had advanced into the higher groups either 101 or 102 class. In addition, we

calculated the difference between the Mean scores of pre and posttests to show growth. Also,

included is how many students met their reading goals established on the NWEA and WIDA

tests.

Summary

The action research study looked at the extent of how successful the academic

assessments were in placing students in different groups, effectiveness of ELL support in

improving students’ growth in reading on assessments, and students’ attitudes and feelings

towards assessments. In addition, this research study looked at the supports in the classroom by

using a common set of data sources such as WIDA, NWEA, interviews and observations.

Additionally, student surveys were written to gather student and staff perceptions and attitudes

toward the efficacy of the ELL support program. The data was collected throughout the 2018-

2019 school year. Data was collected, evaluated, and the recommendations to the school were

made. (See Appendices, Conclusions, and Recommendations).

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Chapter 4

Results of the Study

Triangulation of Data

In order to answer the research questions, the researchers compiled four data sources,

which included student surveys, student interviews, students’ NWEA, and WIDA test cores

from fall 2018 to spring of 2019:

1. ESL/ELL student survey and student interview administered in March of 2019 to

ascertain student attitudes toward ELL support assessment and support in the

classroom. A total of 13 students were interviewed after taking the NWEA fall

assessment. Lastly, 43 students were given reflection sheets after taking the

WIDA assessment.

2. NWEA Reading Test administered in the fall, September 17-18, 2018, winter

February 4-11, 2019, and spring May 9-24, 2019 and WIDA Test administered in

February of 2018 and 2019 to determine how successful these assessments scores

in placing students in the appropriate instructional classrooms and how effective

the ELL support in improving students’ growth in reading on assessments.

Data Source 1 – NWEA

Out of 72 students (48 boys, 21 girls) 75% of students met their growth targets and 14%

showed no growth at all from fall to spring. Seven did not complete both assessments due to

circumstances out of the school's control. All classes had a bilingual paraprofessional in the

classroom but the advanced ELL class (101 girls).

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We learned that data was affected by the situations of the students. The NWEA assessment is a

good tool to monitor growth. Some students did not take both assessments and in result, their

growth could not be measured. In addition, some students scored so high the first time that there

was no room to grow. Therefore, an alternative way to assess English skills is important to show

what they know. In addition, a student that missed one of the testing cycles had no baseline score

to measure. Once the window closes to test, students that arrive later in the year cannot make up

the test.

Data Source 2 – WIDA

Summary of the results included a growth of 38%. A total of 21 students (29%) did not

take both assessments. In addition, 14% of students’ WIDA scores dropped from Spring 2018 to

2019. We learned that the WIDA test was just one assessment of many that could be used to

gauge student knowledge in reading and language. It was a tool that was used to place students in

the proper leveled classes, but it should not have been the only measure of assessment.

Discrepancies and limitations included students testing out of WIDA (this happened

when a student reached a 5th grade reading level). This meant that they would no longer receive

ESL services. Many teachers were not informed when students tested out of ESL services. Many

students did not take the test because they transferred later in the year, due to arrival from

another country or they transferred from other schools. In addition, not every student took the

WIDA assessment.

Data Source 3- ESL/ELL Student Survey Results

The students in Ms. Bygrave’s class 101, 102, and 104 received a digital Google survey

Via their school email asking for their input on their attitudes towards assessment and ELL

support in the classroom, (see Appendix A). Out of the 72 students who were eligible to
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complete the survey, 63 students responded for a response rate of 88%. The survey contained 10

multiple-choice questions pertaining to student perception of the effectiveness of ELL support.

How students’ feel about their ELA classroom placement and how well standardized assessments

reflect their ability to read English.

When asked about the class placement, the results showed 37.1% of respondents felt

“strongly agree” that they were put in the right class, 35.5% said “agree”, 19.4% chose “not

sure”, and only 6.5% and 1.6% said “strongly disagree” and “disagree”. It seems that some of the

students believed they were put in the right class. However, when asked if they feel stressed

about their class schedule, the responses were more diverse: 9.7% of respondents said “strongly

agree”, 24.2% answered “agree”, 21% responded “not sure”, 33.9% and 3.2% stated “disagree”

and “strongly disagree”.

The survey results indicated a wide variety of opinions about the paraprofessional support

in the three ELA classes. When asked if the ELL support staff helped them in the classroom,

more than half of the students 58.7% agreed that support was helpful yet, 28.5% disagreed.

There were more unsure results when the students were asked if the paraprofessionals gave them

timely feedback on reading English. A total of 35.5% of students stated that they were “not sure”

of paraprofessional feedback about their English language abilities. In addition, when asked

about paraprofessionals assisting them with English learning concerns 28.6% of students stated

again that they were “not sure”. Students' learning experience about reading English in class was

more positive with 80.7% feedback to the question “I am learning how to read in class.”

Similarly, when asked if what they were learning in class helped them pass the tests, 81%

agreed.

When asked if the tests helped, their teachers know what they had learned, 82%

responded that they agreed. A total of 71.4% of students agreed that tests helped them reflect on
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their understanding of reading English, while 61.9% stated that reading tests like (NWEA,

WIDA, and STAR) helped them prepare for reading in class. Overall, students surveyed

indicated most of the students have a positive attitude towards the reading tests like NWEA,

WIDA, STAR and stated that the tests helped their teachers to know what they had learned and

reflected their ability to read English. Though tests are seen as positive to ELL students,

adjustments can be done to improve testing in ELL environments according to the students.

Students were also asked a series of questions as it pertained to improvements.

Data Source 4– Interviews / Reflections

What can be done to improve the testing environment in the following assessments: NWEA and

WIDA?

Students had varying answers, some of which spoke to the level of difficulty of the tests

in question, in addition to the environment. Two students, 15%, felt the testing environment was

too noisy and distracting. Three students, 23%, felt stressed and pressured by their teachers to do

well. Seven students felt the level of difficulty or the number of questions were too difficult and

too many. They felt they should have more test preparation and improved writing skills prior to

taking the test. One student felt he needed more time to take tests in the classroom.

The data collected for the student interviews were given to 13 students out of 72 students.

These students were Ms. Bygrave’s highest achieving English class and were capable of

answering the questions without assistance. The students were asked six questions which were

posed to gain insight on their experiences taking tests in English.

What do you like best about the ELL support in the classroom?

Seven out of 13 students, 54%, felt the paraprofessionals in the classroom were

professional and helpful. Three students remarked specifically that language support in
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pronunciation during reading and writing support improved their English. Out of the 13

students polled, three did not respond.

Do you know the reasons why you are taking tests?

Nine out of 13 students, 69%, felt they were taking tests to improve their grades and to

show what they have learned. Three out of 13, 23%, said they did not know why they were

taking the tests. One student felt it was for potential scholarships.

How well are you prepared to take tests?

Nine out of 13 students, 69%, felt they were well prepared to take tests. They reviewed

the material, asked the teacher for clarification, and paid attention in class. Three students felt

they were not prepared for their tests, two students said they were not good at preparing and one

student needed more time to review.

How can teachers and paraprofessionals help you improve your reading?

Five out of 13, 39%, felt supported with their reading when teachers and

paraprofessionals helped them define and pronounce words they did not understand. Three out

of 13, 23%, benefited from expert advice and help with fixing writing errors. One student

benefited from lessons posted from Khan Academy. One student felt the teachers and

paraprofessionals built their confidence. One student felt that paraprofessionals helped when the

teacher was too busy. One student did not know how teachers and paraprofessionals could have

helped.

How do you feel about your classroom schedule based on your test results?

Ten out of 13, 77%, felt they were happy with their class schedule. Eight felt their

classroom schedule was okay. Two students felt their schedule was great. Three out of 13

students, 29%, felt their class schedule was not good or not fair. One felt his/her schedule needed
THE EFFECTS OF ACADEMIC ASSESSMENT AND ELL SUPPORT
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to be changed. One student felt school started too early in the morning. One student felt ELA

(English Language Arts) classes should be held in the morning because this student had trouble

focusing at the end of the day.

After the NWEA test, these same 13 students out of 72 were asked a series of questions

about their experience. These students were Ms. Bygrave’s highest achieving English class and

were capable of answering the questions without assistance. The interviewer was the teacher or

paraprofessional assigned to the class. These questions included:

1. What do you like best about the support in the classroom?

2. What can be done to improve the testing environment?

3. How well are you prepared to take tests?

4. How can teachers and paras support help you improve your reading?

5. How do you feel about your class schedule?

A total of 43 students out of 72 responded to the WIDA reflection that was given through

paper and pencil. The reflection consisted of three questions:

1. What was bad about it?

2. What was good about it?

3. What could have made it better?

Summary of the results concluded that there is work that needs to be done to improve our

testing environments, but we are on our way. A total of 46.2% felt that they were well prepared

for tests. Only 7.7% that were not prepared for school wide assessments. Students felt that

paraprofessionals were helpful in the classroom and offered assistance to improve reading and

writing. Students felt that the paraprofessional was always professional and ready to answer their
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23

questions. Overall, students liked the opportunity to have one-on-one assistance in the classroom

if needed.

We learned that computer assessments could be a better tool than paper and pencil

assessment for ESL/ELL learners. Many students did not enjoy the testing environment for

issues such as time constraints, temperature, and hunger. Many students complained about the

reading portion being too long and did not have enough time to complete. The questions were

confusing and they could not speak enough English to understand them. They also wanted

snacks and longer breaks (other than five minutes).The test was given over a period of three days

(a section a day). There was a listening, reading, and writing portion. The speaking portion was

given at a different day and time with a teacher one on one.

Another issue some students faced is that they could not understand the test directions or

they did not remember what was being asked of them. The NWEA is not as restricted as the

WIDA test. Students made up portions of the test they did not finish and directions were read and

translated. On the WIDA test, directions could not be repeated and translation was not allowed.

Students were allowed to have translation dictionaries, but by the time they found the meaning of

a word, time would be up. The WIDA was also timed, which put more stress on students.

Discussion of the Results

The purpose of this study was to determine the effectiveness of academic assessments

and ELL supports to determine students’ reading progress. The results concluded that there was

a 75% improvement in reading on the NWEA assessment, and that ELL support was effective in

the classrooms. The support was instrumental in improving students' growth in reading when

used consistently. On the other hand, reading levels on the WIDA test only improved 13%. This

result proved that ESL students needed additional support when preparing for this pen/paper
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24

assessment. Students were placed in classes based on WIDA scores instead of NWEA scores.

Only 25% of students strongly agreed that they were placed in the right class. The decision to

place students in English Language Arts classrooms should not be solely based on one form of

data.

When placing students in specific ELA classes, teachers should have an opportunity to

present their own classroom data to recommend placement. This data should include teacher

observations, quizzes and tests, as well as student grades. Placement should not be solely based

on one assessment measure. According to the growth, using an online assessment versus a

paper/pencil one, it is clear that students prefer an online assessment. We live in a technological

age where using computers are necessary in the educational environment and students have more

experience and are more comfortable using this assessment tool.

Overall, students do not mind taking assessments if given the right testing environment.

These recommendations included time, snacks, temperature, and clarity of test questions. As

stated previously, there has been an influx of immigrants entering the United States since the

early 90’s; in order to accommodate this influx of students we must find ways to educate them.

This may include changing our thought patterns as educators as well as using technology to

enhance the learning experience. Technology assists with translation of assignments, directions,

and learning the English language. There was an extensive need to make sure students learn

English within a certain amount of time (1-3 years) and students were only exempt for one year

from certain standardized tests.

Paraprofessionals used technology software, such as Rosetta Stone, to accomplish these

goals. Students read at various levels and when taking the WIDA no information was translated.

Accommodations for the paper / pencil test were extremely limited. During NWEA tests,
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paraprofessionals translated directions and assisted with questions in their native language. On

average, immigrant students are more than three reading levels behind their peers. In addition to

the language barrier, there is also a cultural barrier. Classrooms, especially at Oakland

International Academy, have several languages translated by paraprofessionals and students

throughout the class session. American culture was assimilated through socialization with peers

and the use of technology such as cell phones, tablets and computers.

The classroom and testing environments must accommodate this generation of learners in

order to succeed on standardized tests. The scores and level of growth that students achieve will

determine the effectiveness of these assessments. Paraprofessionals offer support that is

essential, not only to the teacher, but to the learner as well. Students' attitudes about test taking is

also important. If we do our best as teachers, administrators, and staff to address student

concerns in reference to the testing environment, test scores should improve.

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Chapter 5

Conclusions and Recommendations

Overview

The evaluation of the ELL/ESL program at Oakland International Academy, as explained

in chapter four, indicates that even though students made improvements on their reading scores

on the NWEA and WIDA, some students felt they were not placed in the appropriate

instructional classrooms. Students’ reading proficiency on the NWEA far exceeded their

proficiency on the WIDA test, which may be in part due to incomplete spring-to-spring

assessment comparisons because of students who arrived later in the year. In addition, it was

determined that paraprofessionals that spoke the native language of students had a positive

influence on students' ability to acquire language and this, according to the student interviews,

improved their proficiency in reading and writing. Despite this improvement, students

complained that they were not placed in their appropriate ELA classes, the standardized tests

were too long, they needed breaks during testing sessions, and they would like to have access to

snacks.

Conclusions

The first major finding indicates that the majority of ELL students at OIA said they

benefit from paraprofessional support in the ESL classroom and 39% of students commented that

paraprofessional support helped them improve their spoken English. Students expressed that they

were not happy with their ELA classroom placement; even though 80.7% responded they were

comfortable with their reading progress in class, and that what they were learning in class helped

them with their tests.

In order to substantiate our findings we analyzed NWEA and WIDA reading scores of the

students in Ms. Bygrave’s ESL classroom. These ELL students were in the 10th grade and were
THE EFFECTS OF ACADEMIC ASSESSMENT AND ELL SUPPORT
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of Arab, Indian, and Bengali descent. Ms. Bygrave’s ESL/ELA classes were divided into three

grades comprising an all-boy and an all-girl class, and one more advanced all girl ELA class. Out

of 72 students, 63 were tested on the NWEA. According to their test scores, three tests in fall,

winter, and spring 2019 for NWEA, and two tests from spring 2018 to spring 2019 for WIDA,

75% of students reached their growth goals on NWEA, and 38% made sufficient progress on the

WIDA test. In addition, there were some discrepancies in the testing data because students

missed either the fall 2018 testing window or the spring 2019 testing window.

Recommendations

The research team recommends that OIA continue with paraprofessional support,

offering professional development opportunities so they can better support students and the

teacher in the classroom. This training would align paraprofessionals to the expectations and

strategies of the ESL classroom teacher.

Results of the survey showed that 75% of students met their growth targets, yet some

students felt that they were not placed in the appropriate ELA classroom. It is recommended that

OIA explore other avenues, besides results of standardized tests, to determine classroom

placement and encourage dialogue with ELA teachers regarding student language abilities.

In a world of technology, Oakland International Academy High School should address

the needs of student language barriers with the use of technology resources. Starting next year,

WIDA testing will be mandated for use on the online testing system. The team further

recommends that OIA update their wireless system to address these needs.

In addition, NWEA Maps outlines each student’s deficiency in areas in which they need

to improve. Students should be aware of these deficiencies and accountable for watching the

videos and taking the practice tests offered through NWEA. They should keep track of their
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NWEA test scores and map their own growth using these tools to track improvements. This

training tool would serve as a supplement to regular class assignments.

Implications for Future Evaluation/Research

This research inspired additional information that would be beneficial to investigate to

improve the testing environment and paraprofessional support for students who are English

Language Learners. It is recommended that further research be conducted in the following areas:

● This research reflects the reading growth patterns for ELL students over one

school year, in order to gauge the proficiency of paraprofessional help in

improving reading scores; continued collection of data should be repeated to

verify continued growth.

● A longitudinal study following students through 11th grade standardized testing

would help determine the continued effects of the paraprofessional help they

received in 10th grade.

● Procuring additional paraprofessionals that speak the different languages

represented by the test group of ELL students in the program would be beneficial

to all students’ acquisition of language, especially in the area of speaking and

listening.

● Students expressed a need for, and we substantiate that need for standardized

testing in small groups, breaks up to 20 minutes (and access to snacks) could

boost student scores. Investigation into applying for NWEA and WIDA

accommodations for ELL students should be addressed.

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● Providing information about the importance of classroom assessments would

prepare students to take these assessments. Training students on test taking skills

and strategies in taking computerized tests can fill this need.

● In addition, since students often do not realize the importance of these

standardized assessments. School events such as pep rallies and assemblies can

also address concerns that students understand the importance of these tests.

Everyone has a role to play. In order to succeed in these roles everyone should know

what role they play to complete their assigned tasks. Paraprofessionals need to be trained on their

roles in the classroom as it pertains to feedback, testing taking strategies, and one on one-student

needs. Distinction between teacher expectations and paraprofessional assistance should also be

addressed. All staff play a role in the success of ELL students in American classrooms.
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30

References

Bonet, W. S. (2011). Educating Muslim American Youth in a Post-9/11 Era: A Critical Review

of Policy and Practice. The High School Journal, 46-55.

Callahan, Frisco, Muller, & Wilkinson (2009). ESL Placement and Schools Effects on Immigrant

Achievement. Educational Policy Volume 23 #2, Corwin Press.

Minicucci, Olsen (1992). Programs for secondary limited English proficient students: A

California study. National Clearinghouse for Bilingual Education.

Newman, Karen L.; Romstedt, Kathleen; & Samimy, Keiko K. (2010). Theory into Practice,

Integrating English Language Learners in Content Classes. Theory into Practice,

87-159.

“Oakland International Academy.” About Us / Homepage, www.oiacademy.net.

Short, D. (2013). Training and Sustaining Effective Teachers of Sheltered Instruction. Theory

into Practice, 118-125.

Roessingh, H. (1996). ESL students and the inclusive high school science class: An investigation

into the effects of curriculum restructuring. Unpublished doctoral dissertation, University

of Calgary.

Watt, D., Roessingh, H., (1999). A ten year tracking study of ESL students. Unpublished

manuscript, Faculty of Education, University of Calgary

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Appendix A1: Principal Consent for Action Research Project

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Appendix A2: Parent Consent Form for Action Research Project

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Appendix B1: OIA ELL Student Survey

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Appendix B2: Interview Questions

Pre NWEA Interview Questions:

What can be done to improve the testing environment in the following assessments: NWEA,
WIDA, and STAR reading?

______________________________________________________________________________

____________________________________________________________________________

What do you like best about the ELL support in the classroom?

______________________________________________________________________________

____________________________________________________________________________

Do you know the reasons why you are taking tests? (If yes, please explain)

______________________________________________________________________________

____________________________________________________________________________

How well are you prepared to take tests?

______________________________________________________________________________

____________________________________________________________________________

How can teachers and paraprofessionals help you improve your reading?

______________________________________________________________________________

____________________________________________________________________________
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Post NWEA Interview Questions:

What do you like best about the support in the classroom?

______________________________________________________________________________

____________________________________________________________________________

What can be done to improve the testing environment?

______________________________________________________________________________

____________________________________________________________________________

How well are you prepared to take tests?

______________________________________________________________________________

____________________________________________________________________________

How can teachers and paras support help you improve your reading?

______________________________________________________________________________

____________________________________________________________________________

How do you feel about your class schedule?

______________________________________________________________________________

____________________________________________________________________________