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Monitored Former Limited English Proficient Students - Reading Results: 2012-13 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...]

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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

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  87%
AL 87%
Alaska  78%
AK 78%
Arizona  67.2%
AZ 67.2%
Arkansas  >=99%
AR >=99%
California  66.1%
CA 66.1%
Colorado  71.0%
CO 71.0%
Connecticut  79.4%
CT 79.4%
Delaware  69%
DE 69%
District of Columbia  64%
DC 64%
Florida  55.2%
FL 55.2%
Georgia  97.1%
GA 97.1%
Hawaii  72.0%
HI 72.0%
Idaho  87%
ID 87%
Illinois  51.6%
IL 51.6%
Indiana  93.5%
IN 93.5%
Iowa  65%
IA 65%
Kansas  90%
KS 90%
Kentucky  55.4%
KY 55.4%
Louisiana  85%
LA 85%
Maine  69%
ME 69%
Maryland  90.8%
MD 90.8%
Massachusetts  62.4%
MA 62.4%
Michigan  78%
MI 78%
Minnesota  44.7%
MN 44.7%
Mississippi  n<
MS n<
Missouri  58%
MO 58%
Montana  65%
MT 65%
Nebraska  68.6%
NE 68.6%
Nevada  64.9%
NV 64.9%
New Hampshire  67%
NH 67%
New Jersey  46.8%
NJ 46.8%
New Mexico  43.6%
NM 43.6%
New York  20.7%
NY 20.7%
North Carolina  30.7%
NC 30.7%
North Dakota  62%
ND 62%
Ohio  95.0%
OH 95.0%
Oklahoma  67.8%
OK 67.8%
Oregon  53.2%
OR 53.2%
Pennsylvania  66%
PA 66%
Puerto Rico  44%
PR 44%
Rhode Island  61%
RI 61%
South Carolina  98%
SC 98%
South Dakota  70%
SD 70%
Tennessee  37.0%
TN 37.0%
Texas  80.6%
TX 80.6%
Utah  78.6%
UT 78.6%
VermontA  71%
VT 71%
VirginiaB  76.8%
VA 76.8%
Washington  72.6%
WA 72.6%
West Virginia  >=90%
WV >=90%
Wisconsin  38.8%
WI 38.8%
Wyoming  71%
WY 71%

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: 2012-13; 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, 2012-13: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/04/2014 

VT: Reading assessment was administered in fall 2012 and reflects learning from the 2011-2012 school year.
VA: For the 2012-2013 school year, Virginia administered new reading/language arts assessments which affected the percentage of students scoring at or above proficient.