| The purpose of this study was to evaluate the effects of length of residence in host country, language group, and grade level on standardized test scores of English for Speakers of Other Language (ESOL) fourth and seventh grade students in Georgia and to assess the adequacy with which these test scores predict academic success by ESOL students. English language proficiency and reading comprehension test scores of 203 fourth and seventh grade ESOL students were analyzed with respect to the students' length of residence in the U.S. (LOR), native language group, and cumulative English and overall grade averages. The time required to meet the criteria for exit from the ESOL program varied greatly and was not highly correlated with LOR or native language group. Significant statistical regression coefficients were found between the standardized test scores and cumulative English and cumulative overall grade averages but, because of low correlations between the test scores and grade averages, these regression coefficients are not useful for predicting academic success. Moreover, the students' scores on the two tests were not highly correlated. Consequently, a student who scores well on the language proficiency test might do poorly on the reading comprehension test. It was concluded that standardized testing should be used with other data for placement of students in ESOL programs but that decisions regarding evaluations of student progress for possible exit from the ESOL programs should give the greatest strength to teacher recommendations used in conjunction with observations by other professionals and subsequent standardized testing. |
