000			01984nam a22002897a 4500
003			OSt
005			20240930104300.0
008			240930b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/370.1/P762/2016
100			_aPolat, Nihat _911527
130			_aThe Journal of Educational Research _911399
245			_aAcademic growth trajectories of ELLs in NAEP data: The case of fourth-and eight-grade ELLs and non-ELLs on mathematics and reading tests _cby Nihat Polat, Ashley Zarecky-Hodge and James B. Schreiber
300			_app. 541-553
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_aUtilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eight-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since, the NAEP data, which provides a national sample of 10,000-20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significances. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics are reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups.
650		0	_aAcademic achievement _911502
650		0	_aEducational tests and measurements _910116
650		0	_aEducational assessment _911530
700			_aZarecky-Hodge, Ashley _911528
700			_aSchreiber, James B. _911529
942			_2ddc _cPINDEX
999			_c8291 _d8291