THE RELATIONSHIP BETWEEN ENGLISH LEARNERS’ ENGLISH LANGUAGE PROFICIENCY AND HIGH STAKES ASSESSMENTS IN VIRGINIA by Jannette DuHart Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2019 2 THE RELATIONSHIP BETWEEN ENGLISH LEARNERS’ ENGLISH LANGUAGE PROFICIENCY AND HIGH STAKES ASSESSMENTS IN VIRGINIA by Jannette DuHart A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2019 APPROVED BY: Rebecca Lunde, Ed.D, Committee Chair Amy Jones, Ed.D, Committee Member Ann Ifekwunigwe, Ed.D, Committee Member 3 ABSTRACT Due to increases in immigration patterns, U.S. schools face many challenges when educating this fast-growing minority immigrant population who confront many social, cultural, economic, and linguistic obstacles. Lack of English proficiency, in many instances, impedes this newly arrived group from fully integrating and participating within societal contexts. Children of immigrants have the dichotomous task of learning academic content and demonstrating subject knowledge on high stakes assessments while learning English as a new language. English Learners, Hispanics in particular, are twice as likely to drop out of school. Dropout rates create accountability issues for schools in the U.S. that have experienced a dramatic increase in the number of English Learners they service. The purpose of this quantitative correlational study was to determine if there was a statistical relationship between English Learners’ English proficiency levels and high stakes reading test scores in the Commonwealth of Virginia. The researcher analyzed the relationship between these two variables for 2017 and 2018. A convenience sample of 324 secondary English Learners and Former English Learners was collected from three school divisions in the southeast of Virginia. A Pearson’s r was used to test Null One. The results for Null Hypothesis One were r (162) = .475, p = .000. A Spearman rho rank correlation coefficient was used to test Null Two. The results for Null Hypothesis Two were rho (162) = 0.563, p = 0.000. The correlation described the direction and strength of the relationship between two high stakes assessments. The Assessing Comprehension and Communication in English state-to-state for English Language Learners or ACCESS for ELLs test is used to measure English proficiency levels and the Reading Standards of Learning test measures academic performance in reading skills in English. Based on the research findings, the results of the study may be used to inform decisions on instruction, best practices, targeted 4 professional development opportunities for teachers, and policy changes to support English Learners in the mainstream classroom. Keywords: English Learners, Former English Learners, English proficiency, English Language proficiency levels, standards of learning, high stakes assessments, immigration, academic achievement 5 Copyright Page 6 Dedication It is with great pride and honor that I dedicate this dissertation to my beloved cousin Edgardo De La Cruz Cartagena, a teacher by profession and an educator at heart. You showed me the impact education has in one’s life, as you answered my many questions with the patience only true educators display. Possibly unbeknown to you, your patience and willingness to entertain the questions of an impressionable youngster edged a clear pathway between the world beyond our little “barrio” Talas Viejas and how acquiring an education would lead me to explore so many other opportunities. In my child’s eye, I figured if you could travel and go to the other side of the world, so could I. ¡Primo, muchísimas gracias por abrirme la Puerta al mundo! Es con gran orgullo que hoy dedico esta tesis a mi querido primo Edgardo De la Cruz Cartagena, maestro de profesión y educador de Corazón. Fuiste tu quien me enseño el impacto y la importancia que tiene la educación en nuestra vida al contestar las preguntas de una joven impresionable. Quizás sin tu saberlo, tu paciencia y disposición al contestar mis mil preguntas delineo un paso claro que me dio acceso a un mundo mas allá del barrio Talas Viejas y como la educación me ayudaría a conquistarlo. En la ignorancia de la niñez figuré que si tu podías viajar el mundo yo también podía. ¡Primo, muchísimas gracias por abrirme la Puerta al mundo! 7 Acknowledgments The dissertation process is an arduous journey made only possible by the people who supported me through its sinuous path. First, I want to thank God for guiding and sustaining my every step through this process. For in those moments of weakness, disillusion, and hopelessness, He showed His Agape love for me in the smallest of details. Next, I wholeheartedly appreciate Dr. Kurt Michael for his tenacity in reducing such ambitious process into manageable steps. For I left his class as a doctoral candidate with a solid manuscript and a clear understanding of subsequent dissertation milestones. I also want to acknowledge Dr. Kenneth Lewis and express my gratitude. Dr. Lewis translated statistics concepts into a language I could understand. To my dissertation committee, I owe a debt of gratitude for their guidance, technical support, sharing of their expertise, and encouragement. Dr. Rebecca Lunde, my chair, has been the epitome of Christian leadership. She offered her expertise in the dissertation process, provided prompt feedback and was not afraid to offer a word of prayer when needed. Dr. Ann Ifekwunigwe and Dr. Amy Jones, thank you for your guidance and support! I truly appreciate you being part of my dissertation committee. Further, I want to thank my dear friend Leslie McClammy. You and I started this journey together. Today, I fulfill our unspoken promise to follow this path till the end. Thank you for your tenacity, strength, and unconditional support! I am so grateful for Diedre Capers and her incessant prayers for me; for in moments of weakness, your calls renewed my strength. Similarly, I want to recognize the unapologetically strong and resilient women in my family that left a trail for me to follow. This is a posthumous homage to Candela Delfi, Ana Maria De La Cruz Febo, “Mami Ana,” Herminia De La 8 Cruz, “Titi Millan,” Anilda Maria Cintron De La Cruz, “Titi Anilda,” and Ana Milagros Cintron De La Cruz, “Mami Nini.” Next, I want to acknowledge all of my students! You are my heroes! Your hard work, strong work ethics, and resilience in the face of so many challenges inspire me to do better, to be better every day! I present this study to you as a homage. To my LIEP team - #IAMLIEP, I say, “Gracias mil!” I am honored to be part of such fine group of professionals. Your commitment, dedication, passion, and love for our English Learners humble me. Your support and heart-felt encouragement motivated me to see this journey through. Angela Flores, Liliana Melendez, Irma Marquez, Monica Ramos, and Liz Marie Peña, thank you! Finally, I want to thank my wonderful husband Jeron “Ron” DuHart for believing I could see this through, even when I had moments in which I did not think I could finish it. Jeron Antonio DuHart Rodriguez, my son, I appreciate you not allowing me to quit when I tried to use you as an excuse. Tailor Danielle DuHart, my daughter, for the countless hot healthy meals you prepared. I have been extremely blessed to have you in my life. Ms. Queen Vivian Davis, thank you for your sweetness and endless source of energy. Thank you for your continued support and encouragement throughout this long arduous process. Without all of you, this manuscript would not be. 9 Table of Contents ABSTRACT .................................................................................................................................... 3 Copyright Page ................................................................................................................................ 5 Dedication ........................................................................................................................................ 6 Acknowledgments ........................................................................................................................... 7 List of Tables ................................................................................................................................. 12 List of Figures ................................................................................................................................ 13 List of Abbreviations ..................................................................................................................... 14 CHAPTER ONE: INTRODUCTION ........................................................................................... 16 Overview ........................................................................................................................... 16 Background ........................................................................................................................ 16 Problem Statement ............................................................................................................. 26 Purpose Statement ............................................................................................................. 27 Significance of the Study ................................................................................................... 28 Research Question ............................................................................................................