UNDERSTANDING LIMITED ENGLISH PROFICIENT STUDENT ACHIEVEMENT IN READING AS A PREDICTOR OF AYP REPORTING STATUS AND THE IMPLICATIONS FOR EFFECTIVE SCHOOL LEADERSHIP
Burroughs, Rosalind Mouton 1965-
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The 2010-2011 Texas Education Agency’s Academic Excellence Indicator System (AEIS) reported 16.9% of all students tested on Texas’ state accountability test were identified as Limited English Proficient (AEIS, 2011). According to this study’s findings, LEP students made up 28.9% of the sample population’s test takers on the 2011 TAKS Reading test(in English) ; slightly lower than the district’s percentage (36%) of LEP students tested. For schools and districts with large LEP populations, understanding their unique needs is essential for progress towards federal expectations for Adequately Yearly Progress (AYP). This study reviewed LEP students’ (ESL and Bilingual) academic performance (passing rates) and described its findings. Data reports such as TELPAS, AEIS, and AYP were used to draw conclusions regarding LEP students’ progress in their Language Proficiencies. . If leaders’ at the district level do not look at the results for every grade level, they will not likely identify trends that lead to individual campuses failing to meet AYP requirements. As unsuccessful students transition from one grade level to the next, achievement gaps will widen resulting in an increase in LEP drop-outs. The study concluded with recommendations and provided implications for further studies. First, there was no significant difference between the passing rate of ESL students and the Bilingual students tested. Second, differences exist among the number of years of schooling a student had and their passing rate on the state achievement test in reading. As students’ experiences in U.S. schools increases, success on achievement test increased. The final conclusion of this study noted found that the most successful LEP students were those whose language proficiencies were significantly advanced.