Fully Accounting for English Learner Performance

Hopkins, Megan; Thompson, Karen D.; Linquanti, Robert; Hakuta, Kenji; August, Diane

doi:10.3102/0013189x12471426

Cited by 56 publications

(60 citation statements)

References 14 publications

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“…While our findings are limited to a sample of 20 districts, our findings indicate that few districts took advantage of this opportunity in 2014-15. This trend is particularly concerning when considering ELs whose achievement and progress is not adequately captured by standardized tests as a result of their emerging English language proficiency (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013).…”

Section: Discussionmentioning

confidence: 99%

Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners

Heilig

Romero

Hopkins

2017

EPAA

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Local control has been a bedrock principle of public schooling in America since its inception. In 2013, the California Legislature codified a new local accountability approach for school finance. An important component of the new California Local Control Funding Formula (LCFF) approach is a focus on English learners (ELs). The law mandates that every school district produce a Local Control Accountability Plan (LCAP) to engage the local community in defining outcomes and determining funding for ELs. Based on an exploratory analysis of a representative sample of LCAPs, we show that, although California's new approach offered an opportunity to support locally-defined priorities and alternatives to top-down accountability, few if any districts had yet taken full advantage Coign of vantage and action 2 of the opportunity. That is, the school districts in our sample had not yet engaged with the local community to facilitate significant changes to accountability or redistribution of funding and resources to support educational equity for ELs.

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Section: Discussionmentioning

confidence: 99%

Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners

Heilig

Romero

Hopkins

2017

EPAA

Self Cite

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“…In fact, "ELL" is only one of many labels used for students in this population over the last 50 years. Initially referred to as "limited English speaking" children in the Bilingual Education Act of 1968, the list of terms for ELL students now includes "Total English Learners" which is a more comprehensive term that comprises both currently identified ELLs as well as former ELLs that have been reclassified as English-proficient (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013;San Miguel, 2004). We use "ELL" in this analysis to refer to students who were identified as and participated in an English language program for various time frames.…”

Section: Purpose and Location Of The Studymentioning

confidence: 98%

Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status

Flores¹,

Drake²

2014

rhe

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Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students’ remediation designation related to time spent in an ELL program, race/ethnicity, and ELL waiver status. Results suggest distinct differences across racial and ethnic groups within the ELL category. Consistent among all student groups is the negative impact of a concentration of underrepresented students in a high school on remediation designation.

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“…States are required to annually administer an English Language proficiency assessment to ELs via local educational agencies in order to meet accountability requirements that are determined by the Elementary and Secondary Education Act (ESEA). These guidelines are directly correlated to No Child Left Behind Act (NCLB) policies according to Hopkins et al (2013), and continued in ESSA (Burnette, 2016).…”

Section: Elp Assessments and Academic Content Assessmentsmentioning

confidence: 99%

“…Hauck et al (2013) August et al (2015). As suggested by Hopkins et al (2013), the districts must determine whether their ESL program meets the needs of all ELs in order to reach a proficiency level of English on these assessments. Hakuta (2014) concluded that significant relationships have been established between English language proficiency assessment and content assessment, and in response to that conclusion, the data of this study provided further knowledge that may serve as an opportunity to better develop an effective assessment system by determining if differences exists between English Learner and non-English Learner student achievement.…”

Section: Elp Assessments and Academic Content Assessmentsmentioning

confidence: 99%

“…According to Siegel (2014), there is a direct correlation between effective and equitable assessments and English Learner achievement. Analyzing and comparing the performance of ELs versus non-English learners on academic content assessments will address the educating goals of ELs (Hopkins et al, 2013). Ultimately, to truly assess English Learner proficiency and ensure student success, a consistent, ongoing, and academic enriched assessment system working simultaneously with an effective ESL program is required.…”

Section: Introductionmentioning

confidence: 99%

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English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

Miley¹,

Farmer²

2017

ELT

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As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to assess English language proficiency, and Tennessee Comprehensive Assessment Program (TCAP) standardized assessments to measure content academic achievement. The purpose of this study was to compare and analyze the performance levels of ELs who achieved the exit criteria on WIDA-Access state mandated English proficiency assessment and their subsequent performance on English Language Arts and Math TCAP assessments. Specifically, a comparison of EL's achievement on TCAP was compared to the achievement on TCAP of non-ELs. Independent samples t-tests were performed on data from 302 elementary and middle school ELs and non-ELs that participated in WIDA-Access and TCAP assessments in 2015. Data analyses concluded that English Language Arts and Math TCAP scale scores were significantly different between ELs and non-ELs. Achievement levels in both English Language Arts TCAP and Math TCAP for ELs, who achieved the exit criteria on WIDA-Access, were lower than the achievement levels of non-ELs. Discussions of the findings in this study along with implications of using these assessments to measure ELs growth is provided in relation to the increased demands on measuring both the academic achievement and English language progress for ELs.

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Fully Accounting for English Learner Performance

Cited by 56 publications

References 14 publications

Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners

Coign of vantage and action: Considering California’s local accountability and school finance plans for English learners

Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status

English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

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