The purpose of this study was to examine English learner’s (EL) performance trends on the PSAT 8/9, a college readiness examination. A second purpose was to compare the performance of ELs to their non-EL peers and to ELs with disabilities. The study analyzed if there were differences in achievement scores in mathematics and evidence-based reading and writing (EBRW) scores of Grade 9 ELs, non-ELs, and ELs with disabilities. Preliminary Scholastic Aptitude Test (PSAT) 8/9 scores from five cohorts of Grade 9 students were analyzed from the 2016-2017 school year to the 2021-2022 school year were examined (N = 53,105).
To complete the analysis, first trends in the data were examined using descriptive statistics, including mean scores for ELs, non-ELs, and ELs with disabilities across the five school years in the study for PSAT 8/9 mathematics and EBRW scores. Then, ANOVAs were used to determine differences in PSAT 8/9 achievement of ELs and non-ELs PSAT 8/9 scores in mathematics and EBRW. Results from the study demonstrated significant differences in the college readiness of ELs when compared to non-EL Grade 9 students, where non-ELs demonstrated higher achievement in both mathematics and EBRW. Additional results revealed significant differences in the college readiness of ELs with disabilities when compared to ELs without disabilities where ELs without disabilities demonstrated higher achievement in both mathematics and EBRW.
Results of this study can be used by comparable school districts and administrators to provide interventions and appropriate course pathways for Grade 9 ELs at the start of high school in support of the development of college readiness.
Marjorie Ceballos, Committee Chair.
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