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Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores

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  • Saoussan Maarouf

Abstract

The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.

Suggested Citation

  • Saoussan Maarouf, 2024. "Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores," European Journal of Education and Pedagogy, European Open Science, vol. 5(2), pages 1-11, March.
    • Handle: RePEc:epw:ejedu0:v:5:y:2024:i:2:id:30717
    DOI: 10.24018/ejedu.2024.5.2.717
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    References listed on IDEAS

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    1. Elisa Caponera & Paolo Sestito & Paolo M. Russo, 2016. "The influence of reading literacy on mathematics and science achievement," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 197-204, March.
    2. Fuhui Tong & Beverly J. Irby & Rafael Lara-Alecio & Janice Koch, 2014. "Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(5), pages 410-426, August.
    3. Holland Banse & Natalia Palacios, 2018. "Supportive classrooms for Latino English language learners: Grit, ELL status, and the classroom context," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(6), pages 645-656, November.
    4. Nihat Polat & Ashley Zarecky-Hodge & James B. Schreiber, 2016. "Academic growth trajectories of ELLs in NAEP data: The case of fourth- and eighth-grade ELLs and non-ELLs on mathematics and reading tests," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(5), pages 541-553, September.
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