NARRATIVE REVIEW DRAFT 1
Recommendations for Solving the Problem of Emergent Bilingual Students Failing to
Reach Proficiency Requirements on the Texas English Language Proficiency Assessment
System at Navarro Independent School District in Texas
Kayle Arlaus
School of Education, Liberty University
NARRATIVE REVIEW DRAFT 2
Narrative Review
Standardized Assessments
The history of emergent bilingual (EB) students underperforming on the Texas English
Language Proficiency Assessment (TELPAS) links to the fact there have been multiple redesigns
of the test and students cannot reclassify from the program unless they reach proficiency on
TELPAS and the state reading exam, State of Texas Assessments of Academic Readiness
(STAAR). There have been two redesigns to both TELPAS and STAAR within the past five
years without timely explanations of scoring rubrics and student samples (Texas Education
Agency, 2023). Standardized testing is meant to give students a fair chance to demonstrate their
knowledge of current state standards and proficiency standards, however, the testing does not
always reflect that for students in special populations (Standardized Testing & Student
Assessment, 2023). The state of Texas saw a decrease in EB scores on both STAAR and TELPAS
since the redesign of the 2022-2023 school year and this led to a decrease in EB students
reaching reclassification requirements (Texas Education Agency, 2023). Understanding the
redesigns and implementing changes in the classroom will enable EB students to reach
proficiency requirements on standardized assessments in the future.
Factors Impacting Student Proficiency
Although the redesigns of testing and unclear expectations for scoring are a major factor
obstructing students from reaching proficiency, there are other contributing factors. To better
