New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments

By Caroline E. Parker, Josephine Louie, and Laura O’Dwyer

Using assessment results for 5th and 8th grade English language learner students in three Northeast and Island Region states, the report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the domains of reading and writing (literacy skills) are more closely associated with performance than are the English language domains of speaking and listening (oral skills).

Contact Info: Caroline Parker (1-800-225-4276 x2740)

Published by: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands Order Info

Download a copy of New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments (PDF, 774 KB): http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009066.pdf

Price: Free
ISBN: REL 2009 066
(60 pp.) PDF

Download a copy of the summary of New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments (PDF, 433 KB): http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009066_sum.pdf

Price: Free
ISBN: REL 2009 066
(6 pp.) PDF