ANDREW PARR, WASHINGTON STATE BOARD OF EDUCATION GREG LOBDELL, CENTER FOR EDUCATIONAL EFFECTIVENESS NATIONAL CONFERENCE ON STUDENT ASSESSMENT JUNE 24, 2015 Achievement of Former-ELL Students and their Impact on the Washington Achievement Index Washington State Board of Education

Presentation Roadmap Washington State Board of Education Former ELL subgroup performance Impact of the Former ELL subgroup on the Index Preliminary findings from new data English Language Learners (ELLs) and Former ELLs are the fastest growing subgroup in Washington - we will continue this research to inform all who are working with these students.

Key Questions Washington State Board of Education Joint effort between the SBE and Greg Lobdell at the Center for Educational Effectiveness 1. What does the academic performance of the Former ELL subgroup look like through the Index? 2. How does the Former ELL subgroup impact the Index school ratings? 3. Are the earlier results being confirmed by the more recent analyses?

Achievement Index as a Data Source Washington State Board of Education Building is the unit of analysis Continuously enrolled students only Performance Indicators:  Proficiency: reading, math, writing, science percent of students meeting standard  Median Student Growth Percentiles: reading and math  Graduation Rate: 5-year Adjusted Cohort method

Washington Comprehensive Assessment Program Washington State Board of Education Through  Grades 3-8 Measures of Student Progress in reading, math, science, and writing  Grade 10 high School Proficiency Exams in reading and writing  End of Course assessments (Math 1, Math 2, & Biology)  200 to 600 point scale – 400 cut-score = Meets Standard Beginning in  Smarter Balanced Assessments  Grades 3-8, ELA, math, and science Grades 5 & 8  Grade 10 HS SBAC ELA as a graduation requirement  Grade 11 ELA, math, and Biology EOC

Achievement Index Washington State Board of Education School Index rating:  proficiency and growth for elementary and middle schools  Proficiency, growth, and CCR for high schools

Achievement Index Washington State Board of Education

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AI – Growth Measures Washington State Board of Education 9

Disaggregated Subgroup Performance Washington State Board of Education

DATA FROM THE INDEX Washington State Board of Education Former ELL Students

Former ELL Group Outperforms the ALL Group Washington State Board of Education

Former ELL Math for Elementary Schools Washington State Board of Education Former ELL subgroup outperforms the All Students group

Former ELL Math for Middle Schools Washington State Board of Education Similar performance between the Former ELL group and the All Students group

Former ELL Math for High Schools Washington State Board of Education The Former ELL group underperforms compared to the All Students groups

Comparison Summary Washington State Board of Education

Reading SGP Comparison Washington State Board of Education

Math SGP Comparison Washington State Board of Education High proficiency and high growth Moderate proficiency and high growth Low proficiency and low growth

5-Year Graduation Rate Washington State Board of Education

IMPACT TO THE ACHIEVEMENT INDEX Washington State Board of Education Former ELL Students

How Many Schools Were Impacted? Washington State Board of Education Most schools benefited when the Former ELL group is included in the Index calculations. SchoolsSchool Ratings YearRated Former ELL No Change IncreasedDecreased Comp AI

How Were the School Ratings Impacted? Washington State Board of Education A small average gain when the Former ELL group is used in the Index calculations.

How Were the Indicators Impacted? Washington State Board of Education Modest average rating point gains for all indicators when the Former ELL group in included.

Impact to Indicators by School Level Washington State Board of Education Elementary SchoolsMiddle Schools

New Disaggregation Capacity Washington State Board of Education Historically, in the achievement records each student was ELL=Yes or No In 2014 we have, for each student:  Never-ELL  ELL  Transitioned within 2 years  Transition more than 2 year ago You probably have a pretty good guess as to how the groups’ performance compare?

3 rd Grade Reading

6 th Grade Reading

10 th Grade Reading

New Data Received in Late May 2015 Washington State Board of Education School Year  Assessment Records  Student Demographics  SGP Records  School Enrollment Records  Special Programs Records  WELPA Records  ELL Status File Data to still acquire  Language level at entry  TBIP program type Student-level Pre-SBAC Field Test  Eliminates potential biasing from SBAC Field Test  Voluntary participation  1/3 of students/schools

Years in Bilingual Education Washington State Board of Education The most common home languages in Washington On average:  Asian students spend fewer years in Bilingual Education  Hispanic/Latinos are among the highest on this measure LanguageYears in ELL Chinese-Mandarin 2.1 Japanese 2.2 Chinese-Unspecified 2.3 Korean 2.4 Chinese-Cantonese 2.7 Tagalog 2.7 Vietnamese 2.8 Arabic 2.9 Punjabi 3.0 Cambodian 3.2 Russian 3.2 Somail 3.2 Ukrainian 3.4 Spanish 3.5

Former ELL Students by Home Language Washington State Board of Education Years in Bilingual Education is important 15 percent of Spanish speaking Former ELL students spent more than 5 years in Bilingual Education. 58 percent of Korean speaking Former ELL students spent less than 2 years in Bilingual Education. Home Language % by Language Total Former ELL Short- Term ELL Long- Term ELL Spanish Vietnamese Russian Ukrainian Korean Tagalog Chinese-Cantonese Somali Punjabi Cambodian Chinese-Mandarin Chinese-Unspecified Arabic Japanese Amharic

More on Long-Term ELLs Washington State Board of Education Long-Term ELLs are more likely to qualify for FRL and participate in Special Education. Student Characteristic Mean P Not Long-Term ELLLong-Term ELL FRL Eligibility <0.001 Special Ed <0.001 Migrant <0.001 Homeless <0.001 Gifted <0.001 Title III Immigrant <0.001 Section

Former ELL Performance by Long-Term ELL Status Washington State Board of Education Former ELL=Yes and SWD=No Former ELL=Yes, SWD=No, FRL=Yes, & Home Language=Spanish Reading SSMath SS Math EOC1 SS Reading % Proficient Math % Proficient Not Long-Term ELL %73.5% Long-Term ELL %52.0% Reading SSMath SS Math EOC1 SS Reading % Proficient Math % Proficient Not Long-Term ELL %64.3% Long-Term ELL %48.5%

Former ELL – Never ELL Scaled Score Performance Gap Washington State Board of Education In reading, the Former ELL group outperforms the Never ELL group up to the 5 th grade and underperforms after that. See the higher performance in all grades for math. ReadingMath

Former ELL – Never ELL Proficiency Performance Gap Washington State Board of Education At all grade levels, the proficiency rate in math for the Former ELL group exceeds the rate for the Never ELL group. See the lower proficiency rates in reading beginning in the 8 th grade. Reading Math

Scaled Score Gap Proficiency Gap Washington State Board of Education Former ELL – Never ELL Math EOC 1 Performance Gaps

3 rd Grade Performance Washington State Board of Education Controlling for SWD (No) and FRL (Yes) status All Former ELL groups perform as well or better than the Never ELL group

4 th Grade Performance Washington State Board of Education The Former ELL groups outperform the Never ELL group in Math All Former ELL groups perform as well or better than the Never ELL group

5 th Grade Performance Washington State Board of Education Three years after reclassifying, Former ELL students outperform the Never ELL group. Controlling for SWD (No) and FRL (Yes) status

6 th Grade Performance Washington State Board of Education Controlling for SWD (No) and FRL (Yes) status In the third year after reclassification, Former ELL student groups outperform the Never ELL student group.

7 th Grade Performance Washington State Board of Education Controlling for SWD (No) and FRL (Yes) status Three years after reclassification, Former ELL students perform as well or better than Never ELL students.

8 th Grade Performance Washington State Board of Education Controlling for SWD (No) and FRL (Yes) status Five years after reclassification, Former ELL students begin to outperform Never ELL students.

Former ELL vs. Never ELL Washington State Board of Education Former and Never ELL  SWD = No  FRL = Yes Former ELL Students  Reclassified in 1 st Grade  Home Language = Spanish All things being equal, the Former ELL group reclassified in the 1 st grade achieves a higher average scaled score on all assessments. Reading Scaled Score Math Scaled Score Grade Tested FELL Years Former ELL Never ELL Former ELL Never ELL 3FELL FELL FELL FELL FELL FELL

Preliminary Data Washington State Board of Education FRL=Yes, SWD=No, Home Language=Spanish

Same Preliminary Data Washington State Board of Education FRL=Yes, SWD=No, Home Language=Spanish

End of 5 th Grade Reclassification Washington State Board of Education FRL=Yes, SWD=No, Home Language=Spanish Former ELL Average = 50% Former ELL Average = 89%

End of 7 th Grade Reclassification Washington State Board of Education FRL=Yes, SWD=No, Home Language=Spanish Former ELL Average = 37% Former ELL Average = 78%

Reading Student Growth Washington State Board of Education

Math Student Growth Washington State Board of Education

Reading Student Growth Washington State Board of Education

Math Student Growth Washington State Board of Education

Accountability Washington State Board of Education Allows Former ELL students to be included in the ELL student group for up to two years after reclassification. The underlying assumption is that Former ELLs for two years are expected to perform similarly to but higher than Never ELL students (which is not necessarily true in all cases) Our work shows:  many Former ELL student groups do not perform similarly to Never ELL students for many years  and some never reach the levels of the Never ELL group Washington is looking for new ELL accountability measures How do your states include Former ELL students in accountability?

TBIP Task Force Washington State Board of Education Transitional Bilingual Instructional Program (TBIP) accountability Just finished Phase I work with recommendations forthcoming Expecting recommendations to enhance district- and school-level TBIP effectiveness  Predictive analytics for ELLs progressing toward reclassification  Monitoring ELL and Former ELL Learning Assistance Program (LAP)

Policy Implications Washington State Board of Education Schools with reportable Former ELL groups are demographically different and those differences are reflected in student outcome measures. Do you think current funding and staffing policy effectively addresses these differences? Do you think current PD policy is adequate to address the learning needs of this diverse group? Do you think that expanded learning opportunities would benefit this diverse group? Other thoughts?

Ongoing Research Washington State Board of Education Academic performance disaggregated deeper by  Primary language  Years in (and out of) TBIP program  TBIP model  Socioeconomic status  Other student characteristics (mobility, migrant, etc.) Potential or Potential Impacts TBIP accountability Washington Achievement Awards Gap reduction work Index revisions

Questions Washington State Board of Education For questions and other information, contact: