Percentage of English learners in Title III districts who attain proficiency
|Applicable School Years||Applicable States||File Spec||Data Group||State Note|
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.
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.
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.
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.