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Reporting the Performance of English Language Learners on State Assessments

This project analyzes the reporting of English Language Learners on state assessments, emphasizing the importance of data availability and trends in public reporting. The study covers participation, performance, and trends over time.

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Reporting the Performance of English Language Learners on State Assessments

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  1. Reporting the Performance of English Language Learners on State Assessments Martha L. Thurlow Project conducted in collaboration with the Center for Excellence and Equity in Education, supported by the U.S. Department of Education, OBEMLA, now referred to as OELA.

  2. Issues • Reporting on student performance is an important element of standards-based education – required by ESEA (IASA and NCLB) • Studies have demonstrated that reported data need to be available to and usable by teachers and administrators • Need data on both participation in assessments and performance on them

  3. Research Questions • To what extent is the participation and performance of ELLs in state assessments being publicly reported? • To what extent are disaggregated data on accommodated and native language assessments offered? • What trends are evident in public reporting on ELLs over time? • What trends are evident in reporting in states with high and low ELL enrollment?

  4. Method • Gathered all available assessment reports as of March 2001 – both public print documents and data on state Web sites • Examined only data for tests administered during 1999-2000 (dropped 3 states with 1998-99 data) • Verification letters sent to all assessment directors – 15 responded with corrections or additions; used information from 13 of these states (others were not public)

  5. Results: Reported Data (1999-2000 SY) VT NH WA MT ND MN ME SD OR WI ID WY MI NY MA IA NE RI PA IL OH CT IN NV UT CO NJ WV KS MO KY VA DE CA OK TN NC MD AR AZ NM SC MS AL LA TX GA DC = No data FL AK HI Reported both participation and performance of ELLs for at least one test (n=16) Reported only performance of ELLs for at least one test (n=3) No ELL participation or performance reported (n = 32)

  6. Participation Information Presented

  7. Numbers of States Reporting in Various Ways by Content Area (1999-2000 SY) Participation RATE and Performance Participation NUMBER and Performance Performance Only Total States Content Areas Reading 4 12 3 19 Math 4 12 3 19 Writing 1 10 1 12 Science 3 7 2 13 Social Studies 4 5 2 11

  8. Sample Participation Rate Data

  9. Example of Gaps in Performance

  10. Reporting on Accommodated and Other Assessments • Three states reported data for ELLs taking tests with accommodations (Several states indicated only that nonstandard administrations are not reported) • Four states reported data on student performance on native language assessments

  11. Trends Across Time 1995-98 Data 1999-2000 Data Arizona California Massachusetts Delaware Colorado New Hampshire (perf only) Georgia Delaware New Jersey Kansas (part only) Florida New Mexico (perf only) New Jersey (part only) Idaho North Carolina North Carolina (part only) Illinois Rhode Island (perf only) Rhode Island Indiana Texas Virginia Kentucky Virginia Louisiana Wisconsin Maine

  12. Reporting in States with Large and Small Populations Of the top and bottom 10 states in K-12 ELL enrollment: Top 10 StatesBottom 10 States Reported ELL Data on: All Tests 4 4 Some Tests 3 0 No Tests 3 6

  13. Some Conclusions . . . • Need clarification of terms used in reporting, and some policy information • Need more data on accommodated and native language assessments, so can better understand their role in an assessment system • Overall, more states need to report – this will happen! • Need clarification of relationship between reporting and inclusion in accountability.

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