|Keywords:||Educational tests & measurements; English as a second language; Education policy|
|Full text PDF:||http://pqdtopen.proquest.com/#viewpdf?dispub=3635802|
This mixed methods study examined the responses of four administrators and three English learner (EL) teachers in a rural Indiana school corporation to the mandates of the state's accountability system. In addition, the study investigated the performance of ELs from the participating school corporation on the state's standardized test, the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). The constant comparative method was used to analyze interview data, and descriptive statistics were generated to analyze four years of student test scores. Findings indicate that school corporation personnel have implemented a number of programmatic and instructional changes in response to the state's accountability system. Results from both the qualitative and quantitative analyses elucidate the level of English proficiency required for ELs to pass the ISTEP+. This study provides a starting point for reassessing Indiana's EL achievement objectives.