Assistant Commissioner Office of Standards, Assessment and Reporting Academic Performance of English Language Learners on Grades 3-8 ELA Tests (2007 to 2009) David Abrams Assistant Commissioner Office of Standards, Assessment and Reporting December 2009

Introduction This presentation summarizes the academic performance of NYS’ English language learners (ELLs) in public and charter schools on the Grades 3-8 English Language Arts tests (ELA) since the first administration of the ELA tests to all ELLs in 2007. Disaggregated ELA performance by Need/Resource category, disability status, and major language background are also presented.

Introduction (Cont.) The analyses in this presentation were based on all ELLs in grades 3-8 for whom matching data from the NYSESLAT and the ELA operational test were available for the 2007, 2008, and 2009 administrations. In addition to their limited English proficiency, an overwhelming majority of all ELLs are minority students (93%), enrolled in High Need districts (88%), and from families in poverty (87%). One in four ELLs are also classified as students with disabilities.

Introduction (Cont.) Between 2007 and 2009, ELLs across all grade levels have improved their performance on the Grades 3-8 ELA tests. The percentage of all ELLs meeting the State ELA standards has increased from 18% in 2007 to 36% in 2009. The percentage of ELLs showing academic deficiency has decreased from 29% in 2007 to 9% in 2009.

Introduction (Cont.) As ELLs improve their English proficiency as measured by NYSESLAT, their chance to meet the State ELA standards increases. Overall, approximately 70% of the ELLs who scored proficient on the NYSESLAT in 2009 scored at Levels 3 and 4 on the 3-8 ELA tests, up from 67% in 2007.

Number of English Language Learners Tested on Grade 3-8 ELA Tests (2007 to 2009)

Percentage of ELLs Scoring at Level 2 and Above on Grades 3-8 ELA Tests Increased Each Year

Percentage of ELLs Scoring At Levels 3 and 4 on Grade 3-8 ELA Tests Increased Each Year

Percentage of ELLs Showing Academic Deficiency Decreased Each Year

Grade 3-8 ELA Mean Score Improved at Each Grade Level

Percentage of ELLs Meeting State ELA Standards Increased for All Need/Resource Groups

ELLs without Disabilities Were Much More Likely Than ELLs with Disabilities to Meet State ELA Standards (2009)

Percentage of ELLs with Disabilities Meeting State ELA Standards (2007 to 2009)

Percentage of ELLs without Disabilities Meeting State ELA Standards (2007 to 2009)

Percentage of ELLs Meeting State ELA Standards Increased for All Top Home Language Groups

2009 Grade 3 ELA Test Relative Frequency Distribution

2009 Grade 4 ELA Test Relative Frequency Distribution

2009 Grade 5 ELA Test Relative Frequency Distribution

2009 Grade 6 ELA Test Relative Frequency Distribution

2009 Grade 7 ELA Test Relative Frequency Distribution

2009 Grade 8 ELA Test Relative Frequency Distribution

Correlation Coefficient* Higher NYSESLAT Scores are Consistently and Positively Related to Higher ELA Scores for All Grades Grade Correlation Coefficient* 2007 2008 2009 3 0.69 0.68 0.67 4 0.70 0.64 5 0.65 6 7 0.71 0.66 8 *Correlations between NYSESLAT and ELA scale scores.

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Levels (Grade 3)

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Level (Grade 4)

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Level (Grade 5)

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Level (Grade 6)

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Level (Grade 7)

Percentage of ELLs Scoring at Levels 3 and 4 on ELA By NYSESLAT Proficiency Level (Grade 8)

Percentage of ELLs Passing Regents English at 65 By NYSESLAT Proficiency Level (Grade 11)

The End