English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research because of their struggle in academic performance, especially after the launch of the Common Core State Standards (CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in English language regardless of their proficiency level in reading. Despite increased focus and resources of implementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strong evidence that ELL students do not attain commensurate performance when compared to their native English-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, there has been much discussion in the educational field that the acronym STEAM should be further evolved into STREAM by integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Reading curriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practical classroom strategies for classroom teaching and instruction are discussed.
This study examines the effect of teacher (race, salary, and experience), school (climate and Financial Efficiency Star Rating), and student (attendance and mobility) factors on student Math and ELA standardized test scores in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. The data used in this study was collected by Georgia Department of Education (GaDOE) during the 2018-2019 school year. Three multivariate linear regression models are utilized to explore the main and interaction effects within and between factors. The first model analyzes the main effects of the three independent variables (teacher, school, and student) separately and then in a single combined model accounting for all factors. Individual model approach reveals strong positive correlations with Math and ELA test scores for all factors. However, the impact of each factor is greatly diminished in a combined model approach. The second model reveals that the interaction effects within factors does not impact student test scores significantly. Meanwhile, results from the third model show that the interactions between the three independent variables yield a modest impact on student test scores. Findings from this study can guide educators and policymakers to focus on factors that can improve student standardized test scores and meet the accountability mandate for school achievement as set by the Every Student Succeeds Act (ESSA) of 2015 and its predecessor No Child Left Behind (NCLB) Act of 2001.
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