The effects of TELPAS in the reclassification of long-term English learners

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2024-05-02

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Abstract

The purpose of the study was to examine the effect of the Texas English Language Proficiency Assessment System (TELPAS) on the reclassification of long-term English Learners (LTELs). Through a mixed-methods approach, the research design consisted of a quantitative and qualitative section. The quantitative component of this study utilized archival data, including test scores and student demographic data from a purposeful sample of high school students in grades 9-11 who are identified as English learners (ELs) with more than six years in U.S. schools. The data were analyzed by the researcher using frequencies, percentages, Pearson’s Product Moment Correlations (r), and linear regression. The descriptive statistics revealed that of the 30 students that attained Meets or Masters on the STAAR English I or II End of Course (EOC), 0% met the reclassification status based on the student’s less than Advanced High proficiency levels on TELPAS. The quantitative findings also revealed a statistically significant relationship between TELPAS reading and STAAR English I or II EOC and that TELPAS reading scores effectively predict STAAR reading achievement. The qualitative component of the study purposefully selected students identified as LTELs to participate in the interviews. The participants’ responses were analyzed using a constant comparative approach and an inductive coding process. Eight themes emerged from the qualitative analysis of this study: (a) student perceptions of the TELPAS, (b) student self-efficacy on language proficiency, (c) student perceptions of STAAR EOC and TELPAS, (d) attitudes towards TELPAS, (e) student experiences learning English, (f) student perceptions of program effectiveness, and (g) student self-efficacy on TELPAS readiness. This study highlights significant implications for ESL teachers, curriculum and instruction departments, campus administrators, and policymakers in identifying effective teaching practices and programming to improve performance on TELPAS and increase the number of LTELs meeting reclassification.

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Keywords

English learners, long-term ELs, LTELS, TELPAS, reclassification

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