| Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's reading, writing, listening, and speaking proficiency levels on the Language Assessment Scale (LAS) Links assessment and mathematics scores on the Maryland School Assessments for all ELL students, according to grade level, according to gender, and according to ethnicity. The participants in this study are ELL students from a small rural school district who completed the LAS links assessment, and the MSA in mathematics from 2006–2011. This causal-comparative study used ex-post facto student achievement data from the school system's student database, and the researcher used statistical software to complete t-tests, one-way variance (ANOVAs), post-hoc tests, and analysis of covariance (ANCOVAs). The research indicated that there is a statistically significant relationship between ELLs' reading, writing, listening, and speaking proficiency levels and MSA mathematics scores, and a statistical significance for increased mathematics scores between LAS Links proficiency levels for reading, writing listening, and speaking, The research did not indicate statistical significance according to grade level, gender, and ethnicity. The findings of this study suggest that ELL students' English language with higher proficiency levels in reading, writing, listening, and speaking may improve their mathematics skills and achieve increased scores on state assessments. |
