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English Language Proficiency, All English Learners: 2008-09 1

Percent of all English Learners in grades K-12 enrolled in elementary or secondary schools in the state that participated in the annual state English language proficiency assessment and scored at the proficient level. [More about...]

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State assessments, which are used to measure student achievement in reading, math, and science, are designed by each state to measure the content the state has determined appropriate for that grade and subject. As a result, both the content on the tests and achievement standards students must meet to be considered “proficient” vary widely across states, so proficiency rates should not be compared across states. Many states have also changed their standards and assessments at some point in the process of measuring their students, so it is often not possible to create a trend line that looks at changes in achievement across years, since a change could actually reflect a change in the assessment.

Through the 2009-10 school year, states were allowed to calculate student graduation rates differently, as long as the figure represents students who graduated in the standard number of years (i.e., four). Starting in the 2010-11, states converted to an adjusted cohort graduation rate, which may or may not be the same as the calculation they used in prior years. Due to the potential differences, caution should be used when comparing graduation rates across states.

For detailed information about state assessments and graduation rates, please see the state Accountability Workbooks, which can be found at: State Accountability Workbooks: http://www2.ed.gov/admins/lead/account/stateplans03/index.html

The user can use the Graphs and Tables tool to explore basic state data values for the selected Data Element. The user can use the Data Mapping tool to explore basic state data values state-by-state for the selected data element, color-coded by value.    
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State Sort states in alphabetical ascending orderSort states in alphabetical descending order Value Sort states by data element value in ascending orderSort states by data element value in descending order
   050%100%
National 
US †
Alabama  36.0%
AL 36.0%
Alaska  10.2%
AK 10.2%
Arizona  33.6%
AZ 33.6%
Arkansas  8.3%
AR 8.3%
California  -
CA -
Colorado  18.0%
CO 18.0%
Connecticut  43.6%
CT 43.6%
Delaware  22.3%
DE 22.3%
District of Columbia  17.4%
DC 17.4%
Florida  16.4%
FL 16.4%
Georgia  13.8%
GA 13.8%
Hawaii  11.9%
HI 11.9%
Idaho  37.0%
ID 37.0%
Illinois  32.8%
IL 32.8%
Indiana  20.3%
IN 20.3%
Iowa  22.8%
IA 22.8%
Kansas  21.1%
KS 21.1%
Kentucky  11.6%
KY 11.6%
Louisiana  14.2%
LA 14.2%
Maine  4.8%
ME 4.8%
Maryland  14.5%
MD 14.5%
Massachusetts  33.7%
MA 33.7%
Michigan  31.0%
MI 31.0%
Minnesota  8.1%
MN 8.1%
Mississippi  33.8%
MS 33.8%
Missouri  > 97%
MO > 97%
Montana  72.8%
MT 72.8%
Nebraska  30.9%
NE 30.9%
Nevada  15.0%
NV 15.0%
New Hampshire  9.0%
NH 9.0%
New Jersey  24.9%
NJ 24.9%
New Mexico  19.1%
NM 19.1%
New York  15.6%
NY 15.6%
North Carolina  12.2%
NC 12.2%
North Dakota  28.9%
ND 28.9%
Ohio  10.0%
OH 10.0%
Oklahoma  19.1%
OK 19.1%
Oregon  9.6%
OR 9.6%
Pennsylvania  25.2%
PA 25.2%
Puerto Rico  -
PR -
Rhode Island  28.2%
RI 28.2%
South Carolina  10.7%
SC 10.7%
South Dakota  3.6%
SD 3.6%
Tennessee  25.8%
TN 25.8%
Texas  34.3%
TX 34.3%
Utah  32.2%
UT 32.2%
Vermont  26.2%
VT 26.2%
Virginia  14.0%
VA 14.0%
Washington  17.3%
WA 17.3%
West Virginia  50.5%
WV 50.5%
Wisconsin  3.8%
WI 3.8%
Wyoming  19.9%
WY 19.9%

Key
this symbol means not applicable.
- this symbol means data value was not available.
n< this symbol means that the data have been suppressed.
# this symbol means data value rounds to zero.
this symbol means reporting standards not met.
 
   
   
 
 
   
1 Description: Percent of all English Learners in grades K-12 enrolled in elementary or secondary schools in the state that participated in the annual state English language proficiency assessment and scored at the proficient level. ; Academic Year: 2008-09; Grade: N/A; Note: Under Title III of the ESEA, states are required to provide for an annual assessment of English language proficiency (ELP) in the domains of reading, writing, listening, and speaking for all Title III-served English Learners in grades K-12. ELP assessments vary from state-to-state, as do cut scores and proficiency levels on these assessments, so results cannot be compared from state-to-state. States define what it means to be ‘proficient’ in English according to State ELP standards and assessments. Note that ‘proficient’ in English is to be distinguished from a child scoring at the ‘proficient or advanced level’ on state achievement assessments in reading/language arts or mathematics as addressed under Title I, Part A. Cells with a dash (-) indicate that the data are not available. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. A “†” symbol means not applicable.; Source: EDFacts/Consolidated State Performance Report, 2008-09: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/03/2010