Presentation on theme: "1 The Social, Legal, and Ethical Issues of California’s Implementation of No Child Left Behind Coachella Valley Unified School District Dr. Paul Grafton."— Presentation transcript:
1 The Social, Legal, and Ethical Issues of California’s Implementation of No Child Left Behind Coachella Valley Unified School District Dr. Paul Grafton Alma González One Voice Conference July 6, 2008
2 Coachella Valley Unified School District Thermal, California 2007 – ,200 Square Miles Attendance Area 17,750 Students 98% Hispanic 91% Free/Reduced Lunch 25% Migrant 75% Speak Spanish in the Home 64% English Language Learners
3 Statement of Our Beliefs Full Support of NCLB Accountability ELL Students Should Learn to Read, Write, and Speak English to the Level of Native Speaker as Soon as Possible A Child takes from 4 to 7 years to Reach Academic English Language Proficiency (CELDT Level 4 or Higher)
4 Implementation of NCLB in California Adequate Yearly Progress – Federal Measure – Based on Percentage of Students At or Above Proficient Academic Performance Index – State Measure – Based on Growth in Points on a Scale of
5 California Testing Program - English/Language Arts, Math, Science, and History Social Science California Standards Test – gr. 2 through 11 CAPA – gr. 2 through 11 California Achievement Test – gr. 3 & 7 California High School Exit Exam – gr. 10, 11 and 12
6 Language of the Tests Used to Calculate AYP/API All Tests are printed in English No translation into Spanish by the teacher other than the Directions Word to Word English/Spanish glossary can be used for Math and other content areas but not ELA Students who can not Read, Write, or Speak English may be Tested Together and/or have Extra Time but within one Sitting
7 Language of the Tests, con’t Test Results of English Language Learners are included in: –AYP beginning the Second Year of Attendance –API beginning the First Year of Attendance (Second Year as of 2007)
8 What Does NCLB Say? NCLB allows testing in the primary language for three years and up to two additional years on a case by case basis and the results to be counted in the calculations of AYP – States such as Ohio and New Mexico make use of this flexibility, California does not.
9 Reading First NCLB Reading Program K - 3 Evaluation Based on Reading First Achievement Index (RFAI) Score District Academic Achievement Comparisons and Continued Funding Based on RFAI 70% of RFAI comes from California Testing Program – CST and CAT/6
10 Determining the English Language Proficiency of English Language Learners Students (K – 12) whose Primary Language is Spanish are given the California English Language Development Test in Listening, Speaking, Reading, and Writing which result in an Overall Score Students are placed into one of Five Categories: Beginning, Early Intermediate, Intermediate, Early Advanced, or Advanced
11 English Language Proficiency, con’t To move from an English Language Learner to Fluent English Proficient, a Student must be at the Overall Early Advanced Level with No Sections of the Tests below the Intermediate Level The NCLB mechanism for evaluating Adequate Progress of English Language attainment is Title III – AMAO 1, AMAO 2, and AMAO 3
12 What are the CELDT Levels of Students New to our District? In 2005 – 2006; of the 2,374 students who took the Initial CELDT: –46% were CELDT Level 1 –60% were CELDT Level 1 or 2 –81% were CELDT Level 1, 2, or 3
13 What are the CELDT Levels of Students New to our District? In 2006 – 2007 of the 1,904 students who took the Initial CELDT: –60% are CELDT Level 1 –75% are CELDT Level 1 or 2 –91% are CELDT Level 1, 2, or 3
14 Title III: NCLB’s Accountability Measure for ELL’s English Language Attainment: Are We Successful at Teaching our Students English? 2004: AMAO 1 = Yes; AMAO 2 = Yes; AMAO 3 = No 2005: AMAO 1 = Yes; AMAO 2 = No by <2%; AMAO 3 = No (ELA 13.2%/Math 18.7%) 2006: AMAO 1 = Yes; AMAO 2 = No by <1%; AMAO 3 = No (ELA 14%/Math 21.7%) 2007 (CELDT rescaled): AMAO 1 = No by 7.6%; AMAO 2 = No by 7.7%; AMAO 3 = (ELA 15.8% No/Math 24.3% Yes)
15 Failure to Meet NCLB Goals There is an increasing penalty Must Provide Transfers to Parents who Request that their Student goes to Another School Must Arrange Vendor-provided Tutoring Change School Structure State Take Over or Close School
16 Questions We Asked: Does Giving a Test to a Student in a Language the Student does not Understand affect the Estimates of Academic Achievement the Test Reports for that Student? If so, what is the effect on the NCLB Accountability Measures calculated from those Test Results?
17 Methodology Matched Case Isolated Students by CELDT Level Applied API/AYP inclusion/exclusion rules to Students in each CELDT level Applied API/AYP calculations/cutpoints to Student test results in each CELDT Level
18 Adequate Yearly Progress 2006 – 2007
19 Academic Performance Index 2006 – 2007
20 Adequate Yearly Progress 2005 – 2006
21 Academic Performance Index 2005 – 2006
22 Adequate Yearly Progress 2004 – 2005
23 Academic Performance Index 2004 – 2005
24 Academic English Language Proficiency What would Happen if only the Scores of ELL Students who had attained Academic English Language Proficiency on the CELDT (Early Advanced or Advanced) were used in calculation of AYP/API?
25 Changes from CDE’s Accountability Progress Report 2007
26 Changes from CDE’s Accountability Progress Report 2006
27 Changes from CDE’s Accountability Progress Report 2005
28 Solutions? Further Research? Continue to test all students but EXCLUDE CELDT 1, 2, and 3 scores from AYP/API calculations, OR Continue to test all students but SUBSTITUTE the SABE/Aprenda/STS scores for CST scores in AYP/API calculations, OR Continue to test all students but INCLUDE the SABE/Aprenda/STS scores in AYP/API calculations.
29 The Myth of Similar Schools Ranking for Schools with Large Numbers of English Language Learners: Anecdotal Next time you check the CDE website for your similar schools list of comparable schools Go to Data Quest – CDE web site for CELDT reporting Look at the CELDT Levels of those schools the CDE lists as similar to your school If their number of students at CELDT Levels 1, 2, and 3 are lower than your school’s number of students at CELDT Levels 1, 2, and 3 Then they are not Similar Schools
30 Questions? Dr. Paul Grafton Alma Gonzalez us us