Date

7-2021

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Lisa Foster

Keywords

English Learners, Post-Secondary Readiness, Texas Public Accountability System

Disciplines

Educational Administration and Supervision | Educational Leadership

Abstract

Every Student Success Act (ESSA) provides explicit College Career and Military Readiness (CCMR) standards requiring state and local district's responsiveness to ensuring all students meet given expectations. ESSA does not exempt at-risk students from meeting expectations; however, at-risk students such as English Learners (ELs) are under-represented in this area. Research shows that ELs are capable of performing and meeting given expectations as their non-EL peers with the appropriate linguistic accommodations. Unfortunately, the pressures for not meeting federal and state accountability standards has led educators to address the needs of ELs appropriately and others to ignore this fragile population. Researchers present the case that ELs are underrepresented and underserved, causing a rise in the number of ELs graduating without meeting CCMR expectations. The purpose of the correlation study is to identify the relationship between English learners language proficiency as measure by the Texas English Language Proficiency Assessment System and College, Career, Military, Readiness expectations found in the Texas academic accountability system. A sample of 1,237 ELs included 2018-2019 twelfth grade students identified as ELs enrolled in a large urban school district in Texas. The research design employed was a binomial logistic regression. The results yielded the significant relationship between ELs language proficiency level and specific CCMR pathway. Conclusions will be made based on this study and recommendations for future research.

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