Effects of Standardized Tests on English Language Learners at the Elementary School Level
2018
- 1,004Usage
- 1Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage1,004
- Abstract Views992
- Downloads12
- Mentions1
- News Mentions1
- News1
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Artifact Description
In the U.S., standardized tests have become high stakes for English language learners (ELLs). With the No Child Left Behind legislation, along with Title I and III, students have to take the standardized tests even though they have little exposure to the English language. Through use of literature review, surveys and interviews with teachers and principals at the elementary school level, this senior capstone examines the effects of standardized tests on ELL. Research reveals that ELL students who are required to take standardized tests feel frustrated and stressful with a low level self-esteem. In addition, acquiring a second language takes time, dedication, and guidance from teachers and parents. It is important to note that ELL students’ needs must be met in order for them to participate in the standardized tests.
Bibliographic Details
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