Monitored Former Limited English Proficient Students - Reading Results: 2009-10

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Monitored Former Limited English Proficient Students - Reading Results: 2009-10 1

Percent of former Title III-served limited English proficient (LEP) students enrolled in elementary or secondary schools in the state that participated in the annual state achievement assessment in reading/language arts and scored at or above the proficient level. [More about...]

Warning Message You have selected a data element that has limitations when comparing across states and years. Please select the link to learn more. [More about...]

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

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State	Value	050%100%
National	†
Alabama	95.4%
Alaska	88.3%
Arizona	72.8%
Arkansas	90.1%
California	60.9%
Colorado	95.4%
Connecticut	73.1%
Delaware	79.8%
District of Columbia	67.8%
Florida	64.1%
Georgia	96.3%
Hawaii	82.6%
Idaho	89.9%
Illinois	72.2%
Indiana	89.3%
Iowa	76.2%
Kansas	86.8%
Kentucky	83%
Louisiana	88.4%
Maine	85.1%
Maryland	89.6%
Massachusetts	53.2%
Michigan	62.1%
Minnesota	65.1%
Mississippi	62.7%
Missouri	44.6%
Montana	67.7%
Nebraska	47.6%
Nevada	69.5%
New Hampshire	81.2%
New Jersey	45.4%
New Mexico	49.8%
New York	52.4%
North Carolina	82.9%
North Dakota	72.9%
Ohio	> 97%
Oklahoma	65.6%
Oregon	74%
Pennsylvania	76.1%
Puerto Rico A	-
Rhode Island	46.3%
South Carolina	96.3%
South Dakota	59.5%
Tennessee	37.8%
Texas	92.4%
Utah	84.3%
Vermont B	84.7%
Virginia	93%
Washington	65.4%
West Virginia	79.5%
Wisconsin	95.8%
Wyoming C	-

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 former Title III-served limited English proficient (LEP) students enrolled in elementary or secondary schools in the state that participated in the annual state achievement assessment in reading/language arts and scored at or above the proficient level. ; Academic Year: 2009-10; Grade: N/A; Note: Note that this data element includes former Title III-served LEP students in the first year of monitoring and those in the second year of monitoring, e.g., the first and second year after exiting a language instruction educational program. Each state is required to administer annual achievement assessments in reading/language arts and mathematics in grades 3-8 and once in high school to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared across states and years. Additionally, note that this data element consists of state aggregated numbers on the percentage of MFLEP students who scored at the proficient level or above in all tested grades. Results are not broken down by grade level, so are not comparable to state results that are broken out by grade. Note that a child scoring at the ‘proficient or advanced level’ on State achievement assessments in reading/language arts as addressed under Title I, Part A is to be distinguished from scoring ‘proficient’ in English according to the State English language proficiency assessment. 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, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011

PR: No services were provided from Title III funds for 2009-10.

VT: Reading assessment was administered in fall 2009 and reflects learning from the 2008-2009 school year.

WY: Wyoming had a technical failure with their assessment system that prevented them from reporting 2009-10 assessment data. They received a reporting waiver for SY 2009-10.