Program
Title III

Percentage of English learners in Title III districts who attain proficiency

Data Notes

Applicable School Years Applicable States File Spec Data Group State Note
2016-2017 ARKANSAS 138 675

ELPA21 has not collected  first year tested ELP ; however, beginning with the Spring 2018 assessment, it will. The Spring 2018 data file will include that indicator by using the  First Year ELL  field in the ELPA21 demographics portal.

2016-2017 COLORADO 138 675

LEP students enrolled in Title III districts during the WIDA testing window who did not receive an overall performance level were counted as not tested.  The vast majority of these students partially tested but were missing one or more sub-scores that prevented them from earning an overall scale score/proficiency level.  Among the others were students who did not test due to language, became frustrated during testing, were excluded from testing due to parent decision, or were absent during the testing window.

2016-2017 COLORADO 050 151

Colorado was unable to measure English proficiency growth from 2016 to 2017 due to issues around changes in the WIDA ACCESS assessment.  WIDA partially transitioned to a new assessment, ACCESS 2.0, in Spring 2016, with new items and in an online testing format.  However, the underlying scoring scale and proficiency level cut-points were still based on the previous ACCESS 1.0 psychometric properties. The complete transition to ACCESS 2.0 was not undertaken until 2017, when the new scoring scale and proficiency level cut-points were finally applied.  Given that significant differences exist in the underlying scale assumptions and proficiency attributions between the old and new assessments, CDE determined it was inappropriate to compare the published scale score results from 2016 to 2017. Extensive analysis by CDE showed that even using revised 2016 scale scores that were purportedly calculated on the new 2.0 scoring scale did not result in believably aligned student outcomes between 2016 and 2017. CDE conducted exploratory growth calculations using these discrepant results, but the scale/test differences were again found to be significant enough to result in biased growth scores at the student, school and district levels.  Additionally, 32% of Colorado students in grades 1-12 continued to test with the paper ACCESS in 2017, which is not equivalent to the online form (see explanation from 2016). The movement between students testing on paper in 2016 and online in 2017 or vice versa also compromised CDE s confidence that score results would be comparable for students across different trajectories.  Because the state growth model is normatively built by comparing students to their academic peers with similar score histories, any questionable individual results based on test format, speaking/listening scoring technology issues, or scale construction in either 2016 or 2017 fundamentally undermine the accuracy of all student results. For these reasons, CDE chose not to release individual or aggregate 2017 growth results to districts and has not included them in the current submission.

2016-2017 DISTRICT OF COLUMBIA 050 151

Scale scores from the 2015-16 English language proficiency assessment were rescaled to match 2016-17 proficiency levels to provide greater equivalency on which to base student growth. WIDA changed its scale score - to - proficiency level equivalencies in 2016-17.

2016-2017 FLORIDA 050 151

Making Progress data was unavailable due to testing changes and a lack of methodology being established for 2016/17 due to Florida's ESSA plan not yet being approved.

United States
337

Funding

Program funding over time

Participation

Number of English learners enrolled compared to English learners served over time.

Performance

Proficiency results of former English learners compared to all students and current English learners for mathematics and reading/language arts.

Dashboard Data Notes

Participation Data Notes
Performance Data Notes
Applicable School Years Applicable States File Spec Data Group State Note
2016-2017 ALASKA 178 584

The scale and score ranges for PEAKS are different than those used with previous summative assessments. Please note that Alaska canceled general and alternate assessment during the 2015-2016 school year.

2016-2017 ALASKA 175 583

The scale and score ranges for PEAKS are different than those used with previous summative assessments. Please note that Alaska canceled general and alternate assessment during the 2015-2016 school year.

2016-2017 CALIFORNIA 126 668

The 2016-17 California Assessment of Student Performance and Progress Science Assessments were pilot tests. No scores were reported for the pilot as per a waiver granted by the U.S. Department of Education.

2016-2017 MISSOURI 126 668

Missouri’s Assessment Technical Advisory Committee (TAC) concluded that there were year-to-year comparability issues in Algebra I and English II. The TAC did not express concern about any other EOCs. This issue did not impact the grade level assessments. After additional review, the TAC recommended that the 2017 Algebra I and English II data not be reported. DESE agreed with the recommendation and will not use the data for accountability purposes or report it on the website. 

2016-2017 NEBRASKA 175 583

Nebraska starting using the ACT assessment instead of state developed assessment in 2017.