arthur petterway - doctoral defense

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Arthur L. Petterway 1

A Mixed Methods Analysis of the

Impact of High Stakes Testing on

English Language Learners in

Major Urban High Schools in Texas

A Dissertation Defense

by Arthur L. Petterway

William Allan Kritsonis, PhD

Dissertation Committee Member

May 04, 2007




Committee Members

M. Paul Mehta, Ph.D.

(Dissertation Chair)

William Allan Kritsonis, Ph.D.

(Member)

Douglas Hermond, Ph.D.(Member)

David Herrington, Ph.D.

(Member)Camille Gibson, Ph.D.

(Outside Member)

May 04, 2007




Dissertation Defense Format

I. Theoretical

Framework

II. Purpose of the Study

III. Quantitative Research

QuestionIV. Null Hypotheses

V. Methods: Subjects

VI. Methods:

Instrumentation

VII. Methods: Quantitative

VIII. Quantitative

Findings

IX. Qualitative Research

Question

X. Qualitative Pilot Study

XI. Qualitative

Findings/Review of

Literature

XII. Practical

Recommendations

XIII. Recommendations for

Further Study




Theoretical Framework

A Mixed Methods Analysis of the Impact of High Stakes Testing on

English Language Learners in Major Urban High Schools in Texas

QU

A

N

T

I

T

A

T

I

V

E

Q

U

A

L

I

T

A

T

I

V

E

% ELLs

Enrolled

In a

High School

Views/

Opinions

Administrators

Teachers

District

Personnel

% All

10th Grade

Students

Passing

TAKS

ELA/

Math

Impact of

Statewide

Testing

On

ELLs

Student

Performance

Explanatory Design

May 04, 2007




Purpose of the Study

The purpose of this study

was to determine the

impact of high-stakes

testing on English

Language Learners.

May 04, 2007




Quantitative Research Question

1. Is there a relationship betweenthe percentage of English

Language Learners enrolled in a

school and the percentage of all

students passing the 10th grade

TAKS test in the core areas of

English Language Arts and

Mathematics given in 2003,2004, 2005, and 2006?

May 04, 2007


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Null Hypotheses

H01: There is no statistically significant

relationship between the percentage

of English Language Learners

enrolled in a school and the

percentage of all students passing

the 10th grade TAKS test in English

Language Arts given in 2003, 2004,

2005, and 2006.

May 04, 2007



Null Hypotheses

H02: There is no statistically significant

relationship between the percentage

of English Language Learners

enrolled in a school and the


the 10th grade TAKS test in

Mathematics given in 2003, 2004,

2005, and 2006.

May 04, 2007



Method

Subjects of the Study

• Quantitative – 173 Urban High Schools inTexas

• Qualitative (N = 55) – 6 principals

– 9 assistant principals

– 6 ESL district personnel

– 15 ESL certified teachers – 19 Non-ESL certified teachers

May 04, 2007



Method

Instrumentation• Quantitative data were accessed and

retrieved from the TEA website

regarding the major urban high schools

in Texas.

• Qualitative data were derived from the

on-line open-ended questionnaire,

focus group, and individual interviews.

May 04, 2007



Method

Quantitative

• Descriptive Statistics

• Correlation Statistics – Pearson r Coefficient

• Simple Regression Analysis ŷ=a+b1 x1

May 04, 2007



Method

Quantitative

• Predictor Variable – Thepercentage of English Language

Learners enrolled in school.

• Outcome Variable – The


the 10th

grade TAKS test inEnglish Language Arts and

Mathematics.

May 04, 2007



Major Findings: Descriptive

Statistics English Language Arts

Year

Percent of ELLsEnrolled

in Schools

Percent of AllStudents

Passing 10th

Grade TAKS

2003 8.30 62.87 2004 8.29 68.28

2005 7.62 59.39 2006 6.94 78.05



Major Findings: Descriptive

Statistics Mathematics

Year

Percent of ELLs

Enrolled

in Schools

Percent of All

Students

Passing 10th

Grade TAKS

2003 8.30 61.85 2004 8.29 53.57

2005 7.62

47.68

2006 6.94 50.13



Major Findings:

Correlation Pearson r Coefficients

Year ELA Mathematics

2003 -0.349** -0.293**

2004 -0.392** -0.351**

2005 -0.297** -0.382**

2006 -0.398** -0.356**

** Correlation is significant at the 0.05level

May 04, 2007




Qualitative Research Question

• What are the anticipated andobserved consequences of the

statewide testing specifically, TAKS,

on ELLs, ESL curriculum, andinstruction as viewed by certified ESL

teachers, non-certified ESL teachers

who teach ELLs, school

administrators, and district ESL

personnel?

May 04, 2007




Pilot StudyQualitative

• Developed an open-ended online questionnaire

• Two schools-Expert opinions:

2 principals

2 assistant principals

1 district ESL personnel4 ESL certified teachers

4 Non-ESL certified teachers

• Trustworthiness

May 04, 2007




The major question was explored

using the following six probes:

1. Why is TAKS given as a statewide test?

2. What are the intended consequences of thisstatewide testing? (Or what has happenedbecause of TAKS?)

3. What problems have occurred related to or because of TAKS?

4. What changes were caused by this statewidetesting?

5. What are your recommendations to improve thisstatewide testing?

6. What needs to be done for the ELLs to improvetheir performance in general and specifically for this statewide test?

May 04, 2007




Major Findings-Probe:

1. Why is TAKS given as a statewide

test?

• TAKS is given as a tool to gaugeknowledge in the core areas.

• TAKS is considered as a means to

determine the school’s status(Exemplary, etc.).

• TAKS is a means to assess the state

curriculum or standards.• This statewide test is mandated by

law and is aligned with NCLB.

May 04, 2007




Major Findings-Review of Literature:

1.Why is TAKS given as a statewide

test?

• Abrams & Madaus (2003)-Today’s

widespread implementation of standards-

based reform and the federal

government’s commitment to test -based accountability ensure that testing will

remain a central issue in education for the

foreseeable future. Test results can

provide useful information about student progress toward meeting curricular

standards.

May 04, 2007





1.Why is TAKS given as a statewide

test?

• Madaus & O’Dwyer (1999)- Current

emphasis on testing as a tool of education

reform continues a long tradition of using

tests to change pedagogical priorities and

practices.

May 04, 2007





2. What are the intended consequences

of this statewide testing?

• Statewide testing is intended to

eventually result in ELLs performing

as well as the rest of the students.

• ELLs can improve academically and

eventually join the mainstream.

• TAKS is a requirement for

graduation.

May 04, 2007




Major Findings-Review of Literature: 2. What are the intended consequences

of this statewide testing?

• Abedi (2003)- In a positive light, valid

assessment may provide diagnostic information that can inform instruction and

classification.

May 04, 2007

a or n ngs ev ew o terature:




a or n ngs- ev ew o terature: 2. What are the intended

consequences of this statewide

testing?

• Harlow & Jones (2003)- We also need to

recognize that when test scores are linked

to high-stakes consequences, they canweaken the learning experiences of

students, transform teaching into test

preparation, and taint the test itself so that

it no longer measures what it was intended

to measure.

May 04, 2007





3. What problems have occurred related

to or because of TAKS?

• Higher dropout rate

• Decrease in graduation rate for ELLs• Lower self-esteem of ELLs.

• Dismal or failing performance of ELLs

May 04, 2007

M j Fi di R i f Lit t





3. What problems have occurred

related to or because of TAKS?

• Anderson (2004)- For English Language

Learners, the additional requirements of

an exit examination could increase dropout

rates.

• Rothstein (2002)- Dropout rates are

climbing throughout the United States and

many researchers hold high-stakes testing at least partly to blame.

May 04, 2007





3. What problems have occurred

related to or because of TAKS?

• Jacob (2001)- Some researchers found

that dropout rates were 4 to 6 percent

higher in schools with high school

graduation examinations. Another study reported that students in the bottom

quintile in states with high-stakes testing

were 25% more likely to drop out of high

school than were their peers in states

without high-stakes testing.

May 04, 2007




Major Findings-Probe :

4. What changes were caused by this

statewide testing?

• Schools experienced the negative reality

that there is a high failure rate among

ELLs.

• Low self-esteem because of low scoresand tests caused frustration and

exasperation on the part of ELLs.

• Pressure on the school and ELLs.

• Emphasis is placed on test performance.

• ELLs need more time to learn English

May 04, 2007







statewide testing?

• Anderson (2004)- Labeling schools can

have an impact on teacher and student

morale.• Flores & Clark (2003)- Teachers have also

reported that the high-stakes nature of

some assessments can have a negative

impact on student morale.

May 04, 2007







statewide testing?

• Hood (2003)- Although some teachers

have reported that their English language

learners can reach the high standards set

for them, they may need more time thanother students.

• Lane & Stone (2002)- Certainly, poor test

scores or poorly explained assessment

systems can result in decreased student motivation.

May 04, 2007




Major Findings-Probe :

5. What are your recommendations to

improve this statewide testing?

• Deferment of the test, possibly a

different but fair test.

• Better assistance from the school toprovide for teacher collaboration.

• Modifications in teaching strategies.

• Improved and paced curriculum for ELLs.

May 04, 2007






5. What are your recommendations

to improve this statewide testing?

• Anderson (2004)- Positive consequences

that were identified included more teacher

collaboration, changes in curriculum and

instruction, better alignment between ESLand content area curricula and more focus

on reading and writing. Negative

consequences included student and

teacher frustration, more teaching to the

test occurring, and a narrowed curriculum.

May 04, 2007

Major Findings Probe:




Major Findings-Probe: 6. What needs to be done for the ELLs to improve

their performance in general and specifically for this

statewide test? • Specific interventions for ELLs.

• Quality instruction.

• Develop a more intensive Englishprogram.

• Support from home.

• Provide a more meaningful tutoring

program in school.

May 04, 2007

Major Findings Review of Literature:





6. What needs to be done for the ELLs to improve

their performance in general and specifically for this

statewide test?

• Flores and Clark (2003) found that

teachers were not against accountability

and viewed it as distinct from statewidetesting, but also thought that an over-

emphasis on testing resulted in

unbalanced curriculum and inappropriate

instructional decisions.

May 04, 2007

Major Findings Review of Literature:





6. What needs to be done for the ESL students to

improve their performance in general and specifically

for this statewide test?

• Popham (2003)- In order for teachers to

make specific changes to instruction, theassessments needs to be clear as to what

skills are being assessed.

May 04, 2007




Practical Recommendations

• School leaders should consider that

the performance of schools on high

stakes testing is affected by size and

the proportion of ELLs taking the test.

• School leaders should consider

extended deferment of standardized

tests administered in English to ELLs.

May 04, 2007




Practical Recommendations

• School leaders should consider

taking a more active role with LPAC

in the monitoring of ELLs in schools.• School leaders should implement

specific action plans to improve

situation of ELLs.

May 04, 2007




Recommendations for Further Study

• A study could be conducted to explore

additional supports needed to ensure ELLs

to pass high stakes testing.

• A study could be conducted to identify

what data are needed to make fair

decisions about ELLs.

May 04, 2007





• A study could be conducted to determine

reasons why ELLs scored lowest among

student groups on TAKS.

• A study could be conducted to Explore

different approaches on campuses in

dealing with ELLs in terms of curriculum

and instruction.

May 04, 2007





• A study could be conducted to compare

the performance of ELLs vs. non-ELLs

based on different objectives of TAKS.• A study could be conducted to understand

the impact of high stakes testing as viewed

by parents and students.

May 04, 2007





• A study could be conducted to Explore

different instruments to measure

performance of ELLs.

• A study could be conducted to determine

whether the provision of English Language

instruction to parents of ELLS would have

a significant effect on student achievementon high stakes testing.

May 04, 2007





English Language Learners in Major Urban High Schools in Texas

Q

U

A

N

T

I

T

A

T

I

V

E

Q

U

A

L

IT

A

T

I

V

E

% ELLs

Enrolled

In a

High School

Views/

Opinions

Administrators

Teachers

District

Personnel

% All

10th Grade

Students

Passing

TAKS

ELA/Math

Impact of

Statewide

Testing

On

ELLs

Student

Performance

Explanatory Design

arthur petterway - doctoral defense

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