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DG676

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School Year State NCES LEA ID Local Education Agency (School District) Name School Name NCES School ID Data Group ID Data Description Value NUMVALID Academic Subject Category Sub-Category Age/Grade Grade Level Mckinney-Vento Subgrantee Status LEP Status Description English Proficiency Title I, Part A Program Type Language Title I, Part D Program Type Progress Level
2018-2019 ALABAMA 676 Performance of All English Learners on English Language Proficiency Assessment 4.5 28751 Percent Proficient
2018-2019 ALABAMA 676 Performance of All English Learners on English Language Proficiency Assessment 41.3 28751 Percent Making Progress
2018-2019 ALABAMA 0100005 Albertville City 676 Performance of All English Learners on English Language Proficiency Assessment 2 1088 Percent Proficient
2018-2019 ALABAMA 0100005 Albertville City 676 Performance of All English Learners on English Language Proficiency Assessment 38 1088 Percent Making Progress
2018-2019 ALABAMA 0100006 Marshall County 676 Performance of All English Learners on English Language Proficiency Assessment 2 475 Percent Proficient
2018-2019 ALABAMA 0100006 Marshall County 676 Performance of All English Learners on English Language Proficiency Assessment 28 475 Percent Making Progress
2018-2019 ALABAMA 0100007 Hoover City 676 Performance of All English Learners on English Language Proficiency Assessment 7 828 Percent Proficient
2018-2019 ALABAMA 0100007 Hoover City 676 Performance of All English Learners on English Language Proficiency Assessment 50 828 Percent Making Progress
2018-2019 ALABAMA 0100008 Madison City 676 Performance of All English Learners on English Language Proficiency Assessment 14 459 Percent Proficient
2018-2019 ALABAMA 0100008 Madison City 676 Performance of All English Learners on English Language Proficiency Assessment 40 459 Percent Making Progress
CSV DATA NOTES

Data Notes

Displaying 1 - 10 of 53 data notes
School Year State File Spec Data Group Reporting Level Data Note State Note
2018-2019 ALASKA 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is less than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal.
2018-2019 ARIZONA 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is less than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal.
2018-2019 ARKANSAS 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is less than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal.
2018-2019 CALIFORNIA 139 676 SEA, LEA No data were provided by the final due date for the FS139/DG676 data file. School year 2017-18 was the first year of administering California's new English proficiency summative assessment. To report progress there needs to be two years of assessment data. The first time California will be able to report on progress will be with the 2019-20 assessment data for the 2019-20 EDFacts submissions.
2018-2019 COLORADO 139 676 SEA, LEA A difference of at least 20% exists in the number of LEAs included in this file between the previous school year and this school year. This issue was identified at resubmission and the State did not have the opportunity to provide feedback.
2018-2019 CONNECTICUT 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is less than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal.
2018-2019 DELAWARE 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is less than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal. This issue was identified at resubmission and the State did not have the opportunity to provide feedback.
2018-2019 FLORIDA 137, 139 674, 676 SEA The sum of English learners reported as making progress and not making progress on the English language proficiency assessment is greater than the number of English learners reported as participating in the English language assessment for at least two consecutive years. These data should be equal. Florida's submission reflects its ESSA Plan, in which students achieving scores of 4, 5 or 6 on the ELP assessment are "making progress".
2018-2019 GEORGIA 137, 139 674, 676 LEA One or more LEA(s) reported a percent making progress greater than 100 percent.The percent making progress for the district(s) has been suppressed due to data quality concerns.
2018-2019 GEORGIA 139 676 SEA The number of English learners who took the annual state English language proficiency assessment reported at the SCH level is different from the sum of the SEA level counts of English learners who took the annual state English language proficiency assessment. This issue was identified at resubmission and state did not have the opportunity to provide feedback.
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