Author(s)

Nancy McNealFollow

Date

9-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Phyllis A Booth

Keywords

ACCESS Test, Assessment, Correlating, CRCT, ELL, English Language Learners

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Other Education | Secondary Education and Teaching

Abstract

The purpose of this quantitative correlational study was to test the sociocultural theory that relates English language learner students’ scores on the Georgia Assessing Comprehension and Communication in English State to State (ACCESS) test to English language learner students’ scores on the Georgia Criterion Referenced Competency Test (CRCT). The assessments scored students in language use and proficiency in listening, speaking, reading, writing, English/language arts, math, science and social studies. Specifically, the study assessed the predictive power of student scores on the ACCESS test on the criterion variable of student scores on the Georgia CRCT. The participants in the study were third grade English language learner students enrolled in a Northeast Georgia school system for the 2013-2014 school year. Once the data was gathered, descriptive statistics were computed before the correlational analysis. Pearson correlations were used to examine the relationships between variables. The results showed a strong positive significant correlation between student scores on the ACCESS test and student scores on the CRCT. The results are discussed in terms of policy and student learning.