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
Recommended Citation
McNeal, Nancy, "Correlating English Language Learner CRCT Scores on the Basis of English Language Learner ACCESS Scores" (2016). Doctoral Dissertations and Projects. 1282.
https://digitalcommons.liberty.edu/doctoral/1282
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.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Other Education Commons, Secondary Education and Teaching Commons
