Greg Lobdell, President & Director Research greg@effectiveness

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Impact of Former-ELL on School Accountability Accountability and Achievement Workgroup 20 June, 2014. Greg Lobdell, President & Director Research greg@effectiveness.org In Collaboration with the State Board of Education: Ben Rarick Andrew Parr, and Linda Drake. Understanding Former-ELL. - PowerPoint PPT Presentation

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Greg Lobdell, President & Director Researchgreg@effectiveness.org

In Collaboration with the State Board of Education: Ben RarickAndrew Parr, and Linda Drake

Impact of Former-ELL on School AccountabilityAccountability and Achievement Workgroup20 June, 2014Understanding Former-ELLWork began in fall, 2013 as AI development was underwayLed to conversations with SBE and OSPI staff about what I was seeing in the dataCurrent Project: Research report / article highlighting what we see and policy implications from deeply understanding the Former-ELL subgroupCollaborationState Board of EducationBen RarickAndrew ParrLinda DrakeCEE: Greg LobdellObjectives of the WorkJourney is just beginningWhat can we learn about the Former-ELL subgroupSize and characteristicsWhat is the performance based on the 3 indicators used in the Achievement Index (AI)What factors matter? Size, poverty, diversity, language, grade, grade-configuration, etc.Positive Outliers- What do we see in those schools that are significant positive outliers?Do we have other data we can look at for these schools?Upward feeder pattern analysisPolicy implicationsWhat can the AI data tell us?Building is the unit of analysisContinuously enrolled students onlyPerformance Indicators:Proficiency: reading, math, writing, science percent of students meeting standardMedian Student Growth Percentiles: reading and mathGraduation Rate: 5-year Adjusted Cohort methodSizing the Groups3-Year Average SizeGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8Grade 10Former-ELL Subgroup 5,497 7,069 7,559 7,832 7,730 7,646 6,472 ELL Subgroup 8,578 6,947 6,030 5,026 3,978 3,477 2,875 ALL 61,116 61,481 62,170 62,642 62,654 62,298 59,693 Source: OSPI MSP and HSPE Reading raw data for Achievement Index. Continuously Enrolled Students only. Testing years 2011, 2012, and 2013.Your Turn: What do you see?Snapshot of Performance IndicatorsGrade by grade proficiency in all content areas for All-students, ELL, and Former-ELLStudent Growth: mean 3-year Median Growth PercentilesGraduation Rate: 3 years of 5-year Adjusted Cohort graduation rates

What Observations do you have?What other questions do you have that would help you understand this more deeply?

Are schools with reportable Former ELL populations different from schools without Former ELL populations with respect to student demographics?

If so, is the pattern of differences consistent across grade levels?

Group Differences Q1School Differences t-Test ResultsSchool MeasureFormer ELL GroupMeanStandard DeviationStandard Error of the Meant-Test ResultPCT_MIGRANT0.693.399.091p < 0.00113.457.175.256PCT_ELL03.686.736.1813p < 0.001116.7115.665.5591PCT_SWD015.8116.409.44170p < 0.001112.264.035.14400PCT_FRL044.4223.036.62011p < 0.001155.6525.718.91790PCT_50402.073.012.0813p = 0.11312.252.055.0733PCT_FOSTER0.21.715.019p < 0.0011.14.273.010 TOTAL_N0363.19313.8038.447p < 0.0011683.30292.04013.993Group Differences Q2Is the academic performance of the All Students group different at Former ELL schools as compared to Non-Former ELL schools?

If so, is the pattern of differences consistent across grade levels?

School Academicst-Test ResultsSchool MeasureFormer ELL GroupNMeanStandard DeviationStandard Error of the Meant-Test ResultReading_3-Yr_Pct_Met0104272.6313.611.422p < 0.001177768.6413.981.502Math_3-Yr_Percent_Met0103463.1115.577.484p = 0.001177660.7215.456.559RandM_3YR_AVG_PRO0103467.8914.257.443p < 0.001177664.7014.408.517Reading_3Yr_MSGP099749.557.402.234p = 0.231177349.966.997.252Math_3Yr_MSGP099550.169.370.297p = 0.291177250.649.433.340RandM_3YR_AVG_MGP099249.857.470.237p = 0.214177250.297.302.263Group Differences Q3For schools with reportable Former ELL populations, how do the academic measures for the Former ELL students compare to the academic measures for the All Students group?

How do the measures vary by content area and by school level?

Group Differences Descriptive StatisticsSchool MeasureNMinimumMaximumMeanStd. DeviationFELL_R_PRO_3YR_AVG45536.298.074.511.70FELL_M_PRO_3YR_AVG45017.197.965.515.45FELL_RandM_PRO_3YR_AVG45027.497.069.913.11FELL_R_MGP_3YR_AVG50528.376.852.28.48FELL_M_MGP_3YR_AVG50426.782.053.910.62FELL_RandM_GRO_3YR_AVG50330.677.053.18.419School MeasureNMinimumMaximumMeanStd. DeviationReading_3Yr_Pct_Met7778.099.468.613.98Math_3Yr_Percent_Met7765.299.760.715.46RandM_3YR_AVG_PRO7766.699.564.714.41Reading_3Yr_MSGP77329.270.750.07.00Math_3Yr_MSGP77219.577.750.69.43RandM_3YR_AVG_MGP77227.871.850.37.30Group Differences Q4For each of the academic performance indicators and school level, which schools have the greatest demonstrable success with their respective Former ELL students?

Highest Performing SchoolsSchool MeasureESMSHSN90th95thN90th95thN90th95thFELL_R_PRO_3YR_AVG23191.293.915979.484.05590.593.7FELL_M_PRO_3YR_AVG23188.193.315973.682.55081.788.5FELL_RandM_PRO_3YR_AVG23189.093.015976.383.65086.690.2FELL_R_MGP_3YR_AVG22964.165.920062.064.96459.360.9FELL_M_MGP_3YR_AVG23069.473.620067.870.86266.170.4FELL_RandM_GRO_3YR_AVG22965.067.620062.865.66260.663.6FELL_GRAD_3YR_AVG1591.1Positive Outliers- Further Investigation is Necessary to UnderstandK-5 Elementary520 students88% Free-reduced40% ELL11% Asian/Pac. Islander5% Black/African American51% Hispanic25% White

Guided ConversationWould it be more appropriate to compare Former-ELL performance to a never-ELL group or the all-students group?

What additional analyses would be useful?How should this study be expanded or refined?If you think of things later

greg@effectiveness.org