Files and links (1)
Yen_Thesis Draft_0426241.97 MB
Embargoed Access, Embargo ends: 07/01/2026
Dissertation
Longitudinal relationship between English language proficiency and academic achievement for English learners
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2024
DOI: 10.25820/etd.007399
Abstract
This study investigated the longitudinal relationship between English Language Proficiency (ELP) and the developmental trajectories in math and English Language Arts (ELA) among English Learner (EL) students from Grades 6 to 11. The study also aimed to investigate whether the developmental trajectories of ELP, ELA, and math vary based on students’ background characteristics such as gender, race/ethnicity, and participation in Individualized Education Programs (IEP), Free or Reduced-Price Lunch (FRL), and EL programs. A multivariate clustered longitudinal model was used to achieve the two research objectives. The findings showed that EL students with a higher initial ELP tended to perform better in math and ELA. EL students who improved more in ELP tended to have a higher rate of growth in math and ELA. The effects of background characteristics on growth trajectories varied depending on subject areas. After controlling for other background characteristics, female EL students showed greater improvement in ELP and ELA while male EL students started higher in initial math and grew at a similar rate as their female counterparts who attended the same school. There were some racial/ethnic differences in growth trajectories in math and ELP. Schools with a higher percentage of Black EL students tended to have lower initial ELA scores. EL students who were sometimes enrolled in IEP started with a lower ELP than those who were never enrolled in IEP. EL students who were consistently enrolled in IEP improved less in ELP than those who were sometimes enrolled in IEP. Students who remained in the EL programs from Grades 6 to 11 showed a lower initial performance and a lower rate of growth in ELP, ELA, and math compared to students who exited the EL programs at some point. A negative association between the composition of long-term EL student in a school and the school improvement in ELP was also observed. This study contributes valuable insights into the intricate dynamics among ELP, ELA, math, and demographic characteristics among EL students in secondary educational settings.
Details
- Title: Subtitle
- Longitudinal relationship between English language proficiency and academic achievement for English learners
- Creators
- Yen Thi Hoang Vo
- Contributors
- Catherine Welch (Advisor)Stephen Dunbar (Committee Member)Lesa Hoffman (Committee Member)Lia Plakans (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations (Educational Measurement and Statistics)
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007399
- Number of pages
- xii, 210 pages
- Copyright
- Copyright 2024 Yen Thi Hoang Vo
- Language
- English
- Date submitted
- 04/22/2024
- Description illustrations
- tables, graphs
- Description bibliographic
- Includes bibliographical references (pages 170-192).
- Public Abstract (ETD)
This study aimed to investigate (1) the longitudinal relationship between English Language Proficiency (ELP) and the developmental trajectories in math and English Language Arts (ELA) among English Learner (EL) students from Grades 6 to 11, and (2) whether the developmental trajectories of ELP, ELA, and math vary depending on students’ background characteristics. Using a multivariate clustered longitudinal model, this study found that EL students with a higher initial ELP tended to perform better in math and ELA. EL students who improved more in ELP also tended to improve more in math and ELA. Compared to male EL students, female EL students grew faster in ELP and ELA while male EL students outperformed their female counterparts attending the same school in initial math, and the initial gap persisted through high school. Schools with more Black EL students tended to have lower ELA scores in Grade 7, but there was no significant difference in the rate of growth from Grades 7 to 11 in math, ELA, and ELP across school with different compositions of race/ethnicity. Black and Hispanic EL students had lower scores in math in Grade 7 as compared to their White EL peers. Asian EL students improved more in ELP than their White EL peers. EL students who were sometimes enrolled in an individualized education plan (IEP) had lower initial ELP compared to those who never had an IEP. EL students who consistently had an IEP showed less improvement in ELP than those who sometimes had an IEP. Students who stayed in the EL programs from Grades 6 to 11 showed a lower achievement level and less progress in ELP, ELA, and math as compared to students who exited the EL programs at some point. Schools that had more long-term EL students had lower initial ELP and improved less in ELP. This study provides valuable insights into the interplay among ELP, ELA, math, and demographic characteristics among EL students in secondary educational settings.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984647454102771
Metrics
43 Record Views