As the number of English Learner (EL) students continue to increase in the United States and accountability increases for their growth and achievement in both English language proficiency and state content assessments, it is essential that educational agencies examine the predictive relationships between the assessments to ensure appropriate supports for English Learners are provided. Subsequently, the purpose of this study was to determine if there is a predictive relationship between the WIDA ACCESS Literacy and Overall Composite scores and the TNReady English Language Arts and Mathematics assessments scores of sampled EL students in fourth through twelfth grades among the subgroups of grade level, gender, race/ethnicity, socioeconomic status, special education status, length of time in an EL/LEP program, and type of EL service in a midsize middle Tennessee school district during the 2018-2019 school year. To accomplish this, multiple regression analyses were performed using archived data. In addition, a comparison among the subgroups of EL students, Transitional 1-4 students, and non-EL/ Transitional 1-4 students on TNReady English and Mathematics were examined.
Year manuscript completed
Year degree awarded
English Learners, TNReady ELA, TNReady Mathematics, Transitional 1-4 students, and WIDA ACCESS for ELs
Dissertation Committee Chair
Randal H Wilson
Jan D Lanier
Wolford, Rosa, "The Relationship Between Student Performance in English Language Proficiency and Academic Content Assessments" (2023). Murray State Theses and Dissertations. 297.
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