An Analysis of the Relationship Between the Texas English Language Proficiency Assessment System (TELPAS) and Student Achievement on the State of Texas Assessment of Academic Readiness (STAAR) in Third Grade Math and Reading

Abstract

The study analyzed the relationship between the Texas English Language Proficiency Assessment System (TELPAS) and student achievement on the State of Texas Assessment of Academic Readiness (STAAR) in math and reading for students in the third grade. The study examined TELPAS composite scores at the second grade level, STAAR achievement scores in math and reading at the third grade level of 130 Hispanic participants, their number of years in U.S. schools, limited English language proficiency standing, and socio-economic status. The study evaluated relationship patterns using Spearman’s rank coefficient correlation between TELPAS composite scores and state assessment STAAR reading results. The data indicated a relationship between assessments with a shared variance of 37.5% between variables. The research concluded a significant relationship between TELPAS rating level and STAAR achievement in reading existed. The study also examined the relationship between TELPAS composite scores and the state assessment STAAR math results. The relationship between these variables did not show a significant relationship, however, the evidence revealed a variance of 24% presenting a moderate correlation. The study concluded students in third grade who performed at high composite levels on TELPAS in second grade statistically performed better on the STAAR math and reading assessments.