dr. arthur l. petterway, phd dissertation defense, phd committee member, dr. william allan kritsonis
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8/14/2019 Dr. Arthur L. Petterway, PhD Dissertation Defense, PhD Committee Member, Dr. William Allan Kritsonis
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Arthur L. Petterway 1
A Mixed Methods Analysis of theImpact of High Stakes Testing on
English Language Learners inMajor Urban High Schools in Texas
A Dissertation Defense
byArthur L. Petterway
William Allan Kritsonis, PhDDissertation Committee Member
May 04, 2007
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Arthur L. Petterway 2
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)
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Dissertation DefenseFormat
I. TheoreticalFramework
II. Purpose of the Study
III. Quantitative
Research QuestionIV. Null Hypotheses
V. Methods: Subjects
VI. Methods:Instrumentation
VII. Methods:Quantitative
VIII. QuantitativeFindings
IX. Qualitative ResearchQuestion
X. Qualitative Pilot Study
XI. QualitativeFindings/Review of Literature
XII. PracticalRecommendations
XIII. Recommendations forFurther Study
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Theoretical FrameworkA Mixed Methods Analysis of the Impact of High Stakes Testing onEnglish Language Learners in Major Urban High Schools in Texas
QU
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Q
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% 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
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Purpose of the Study
The purpose of this studywas to determine theimpact of high-stakestesting on English
Language Learners.
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Arthur L. Petterway 6
Quantitative ResearchQuestion
1. Is there a relationship betweenthe percentage of EnglishLanguage Learners enrolled in aschool and the percentage of allstudents passing the 10th grade
TAKS test in the core areas of English Language Arts and
Mathematics given in 2003,2004, 2005, and 2006?
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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 thepercentage of all students passing
the 10th grade TAKS test in English
Language Arts given in 2003, 2004,2005, and 2006.
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Null Hypotheses
H02 : There is no statistically significant
relationship between thepercentage
of English Language Learners
enrolled in a school and the
percentage of all students passing
the 10th grade TAKS test inMathematics given in 2003, 2004,
2005, and 2006.
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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
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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.
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MethodQuantitative
• Descriptive Statistics
• Correlation Statistics– Pearson r Coefficient
• Simple Regression Analysisŷ=a+b
1x
1
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MethodQuantitative
• Predictor Variable – Thepercentage of English LanguageLearners enrolled in school.
• Outcome Variable – Thepercentage of all students passingthe 10th grade TAKS test in English
Language Arts and Mathematics.
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Major Findings: DescriptiveStatistics English LanguageArts
Year
Percent of ELLsEnrolled
in Schools
Percent of AllStudents Passing10th Grade TAKS
2003 8.30 62.87
2004 8.29 68.28
2005 7.62 59.39
2006 6.94 78.05
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Major Findings: DescriptiveStatistics Mathematics
Year
Percent of ELLs
Enrolled
in Schools
Percent of AllStudents Passing10th Grade TAKS
2003 8.30 61.85
2004 8.29 53.57
2005 7.62 47.68
2006
6.94 50.13
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Major Findings:Correlation Pearson r
Coefficients
Year ELA Mathema
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
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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?
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Pilot StudyQualitative
• Developed an open-ended online questionnaire
• Two schools-Expert opinions:
2 principals
2 assistant principals
1 district ESL personnel
4 ESL certified teachers4 Non-ESL certified teachers
• Trustworthiness
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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?
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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.
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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.
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Major Findings-Review of Literature:
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.
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Arthur L. Petterway 22
Major Findings-Probe: 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.
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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.
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Major Findings Review of Literature:
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Major Findings-Review of Literature: 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.
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Major Findings-Probe: 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 i
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Major Findings-Review of Literature:
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.
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Major Findings-Review of Literature:
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.
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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 scores and
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
M j Fi di R i f Lit t
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Major Findings-Review of Literature:
4. What changes were caused by this
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.
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M j Fi di R i f Lit t
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Major Findings-Review of Literature:
4. What changes were caused by this
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.
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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
M j Fi di R i f Lit t
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Major Findings-Review of Literature:
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:
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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:
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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:
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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.
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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.
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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.
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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.
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Recommendations for Further Study
• 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.
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Recommendations for Further Study
• 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.
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Recommendations for Further Study
• 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
A Mixed Methods Analysis of the Impact of High Stakes Testing
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on English Language Learners in Major Urban High Schools inTexas
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