STAAR Performance of Emergent Bilingual Students from 4th to 6th Grade

Abstract

Emergent Bilingual (EB) students comprise over one-fifth of Texas’ K-12 population and far higher proportions in South Texas, where Spanish is the predominant L1. Because STAAR Reading Language Arts (RLA) assessments are language-intensive and shift to English-only by grade 6, results can confound language proficiency with content mastery, obscuring true achievement and shaping accountability decisions for students and schools. Establishing whether assessment language predicts or moderates EB performance during upper-elementary transitions is therefore essential for equitable policy and placement. The study examined the academic performance of Spanish-speaking emergent bilingual students in a South Texas district as they transitioned from taking the STAAR Reading Language Arts (RLA) exam in Spanish to English from grades 4 to 6. The shift to mandated English-only testing by 6th grade may misrepresent students' academic abilities when English proficiency is still developing. The study aimed to determine whether the language of STAAR assessment influenced academic outcomes across transitional years. Guided by Cummins’ developmental interdependence theory, which posits that L1 proficiency supports L2 academic success, the study evaluated whether test language predicted or moderated performance over time. A quantitative, causal-comparative design was used. Archival STAAR RLA data from 2022–2024 were analyzed using ANCOVA and moderated multiple regression. A purposive sample of 150 students across 4th–6th grades was selected based on language background and test history. Results showed no significant differences in 4th- or 5th-grade STAAR scores based on test language. However, test language significantly moderated performance in two models. Uniform English testing in 6th grade limited further analysis. These findings support the theoretical framework and highlight the need for flexible, readiness-based assessment policies to improve equity and outcomes for emergent bilingual students.

Keywords: Emergent Bilinguals, STAAR Test, Academic Transition, & Achievement

DOI: 10.7176/JEP/16-11-16

Publication date: October 30th 2025