Multi-Linear Regression of Georgia Milestones and English Proficiency Assessment Access 2.0 on Georgia’s Middle School English Language Learners
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AuthorBurke, Monica Hilrey
Educational tests & measurements
College of Education
MetadataShow full item record
TitleMulti-Linear Regression of Georgia Milestones and English Proficiency Assessment Access 2.0 on Georgia’s Middle School English Language Learners
AbstractDuring the academic year in the state of Georgia, EL students in public schools take the Georgia Milestones End-of-Grade and the ACCESS 2.0 assessments, which are in line with the state-mandated subject area standards in mathematics, science, language arts, and social studies, as well as English language proficiency standards (Georgia Department of Education [GaDOE], 2019a, 2019b). However, the Georgia Milestones End-of-Grade math test has not been assessed for its relationship with differences in ACCESS 2.0 overall literacy, reading, and composition scores for middle schoolers in Georgia. The purpose of this quantitative multi-linear regression study with ex post facto data was to examine the relationship between the Georgia Milestones End-of-Grade math assessment scores and the differences in ACCESS 2.0 overall literacy, reading, and writing scores (between the school years of 2017 and 2018) of middle school students in Georgia. The study was conducted within a school district in/of the state of Georgia. The collection process yielded 164 EL students in the sample. Fifty-nine percent (n = 97) of the sample were male, and forty-one percent (n = 67) were female. Middle grades were identified as sixth, seventh, and eighth grade levels. Sixth graders comprised 38% (n = 62) of the data set included sixth graders, seventh graders comprised 31% (n = 51) of the data set, and eighth graders comprised 31% (n = 51) of the data set during the 2017 academic year. The study found a relationship between increased writing skills and math achievement scores. Using linear regression, it also found a relationship between improved literacy and math achievement scores. A non-statistically significant relationship was found between difference reading scores as predictors for difference math scores and /or increased math score achievement. The study’s findings have implications for preparing ELs for college and career readiness by propelling them forward in language acquisition and academic achievement. To gain a broader perspective of ELs student achievement in varying regions of Georgia, the study may be expanded to include populations samples from the north and central school districts in the state of Georgia.