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Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
Wilde & Ballantyne TESOL 2010
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Wilde & Ballantyne TESOL 2010

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How to Access and Use Federal Data on ELL Students

How to Access and Use Federal Data on ELL Students

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  • 1. How to Access and Use Federal Data on ELL Students Judith Wilde Keira Ballantyne NCELA is operated under contract ED-04-CO-0094/0002 from the US Department of Education to The George Washington University. Our mission is to provide technical assistance information to state education agencies, local education agencies, and others regarding the education of English language learners.
  • 2. National Clearinghouse for English Language Acquisition  Funded by the U.S. Department of Education’s Office of English Language Acquisition  Visit our website! www.ncela.gwu.edu  All presentation materials will be available at www.ncela.gwu.edu/meetings, or click on “Meetings & Conferences” on our home page TESOL 2010 2
  • 3. What kind of data?  Federal funding dollars  Counts of students and subgroups of students  English language and content area proficiency  Teacher capacity  State standards and assessments for ELLs and much more ... TESOL 2010 3
  • 4. Who uses these data, and why?  Policymakers: to assess the needs of ELLs in their state  Researchers: to frame & justify research on ELL education  Advocates: to educate policymakers & other stakeholders  ANYONE applying for grants or funding TESOL 2010 4
  • 5. How can the data be used?  To provide a snapshot of ELL education in a state  To look at differences and similarities across states  CAUTION: Not all data are directly comparable across states. Know your source! TESOL 2010 5
  • 6. Where do the data come from? 1. U.S. Department of Education • Consolidated State Performance Reports 2. Institute of Education Sciences • National Assessment of Educational Progress 3. NCELA • Title III State Information System ...among other sources TESOL 2010 6
  • 7. Data from www.ed.gov  Federal $$$: Budget tables for Title III  Consolidated State Performance Reports (CSPRs) TESOL 2010 7
  • 8. CSPR “The required annual reporting tool for each State, the District of Columbia, and Puerto Rico as authorized under Section 9303 of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB).” TESOL 2010 8
  • 9. CSPR: What’s available?  CSPR forms as completed by the states are available online  The Biennial Report to Congress on the Title III State Formula Grant Program contains analyses of data from CSPRs  2004-06  2002-04 TESOL 2010 9
  • 10. CSPR for ELLs: What’s in it?  ELL data  Numbers designated & served  Content area & ELP performance  Formerly ELL (monitored students) data  Content area performance  Numbers  Immigrant student data  Numbers  State data TESOL 2010 10
  • 11. CSPR for ELLs: Numbers  How many students have states designated as LEP (not collected for 2006-07)?  How many were served by Title III?  How many immigrant students have states identified?  How many were served by Title III?  Note: Immigrant ≠ ELL TESOL 2010 11
  • 12. CSPR for ELLs: Numbers 6,000,000 # ELLs designated 5,000,000 # ELLs served 4,000,000 # Immigrant students 3,000,000 # Immigrant 2,000,000 students served 1,000,000 0 20 20 20 20 20 20 02 03 04 05 06 07 –0 –0 –0 –0 –0 –0 3 4 5 6 7 8 Note: Number of students identified was not collected for 2006-07 TESOL 2010 12
  • 13. CSPR for ELLs: 12 Native Languages 2007-08 Spanish 3,757,098 Haitian Creole 34,958 Vietnamese 85,414 Korean 16,266 Hmong 51,536 Somali 16,064 Arabic 40,774 Russian 12,896 Chinese 39,566 Portuguese 11,573 languages Philippine 35,436 Navajo 9,877 languages Note: “Arabic” includes varieties identified as Standard Arabic, Egyptian Arabic, Lebanese Arabic, and Sudanese Arabic. “Chinese languages” includes Mandarin, Cantonese, and “Chinese.” TESOL 2010 13
  • 14. CSPR for ELLs: ELP  AMAO 1: Number and percentage of students who are “making progress” in English language proficiency  AMAO 2: Number and percentage of students who are attaining English language proficiency AMAO: Annual Measurable Achievement Objective TESOL 2010 14
  • 15. CSPR for ELLs: Content area performance TESOL 2010 15
  • 16. CSPR for ELLs: Program types  What type(s) of instructional program(s) does the state use?  For programs using 2 languages, which other language(s) are used? TESOL 2010 16
  • 17. CSPR for ELLs: Program types TESOL 2010 17
  • 18. CSPR for ELLs: Teachers & PD  255,049 certified or licensed teachers are employed in Title III programs  States anticipate needing an additional 67,140 teachers over the next 5 years TESOL 2010 18
  • 19. CSPR for ELLs: Teachers & PD  States also report most common topics and participants in PD  The most common topic for PD is teaching strategies for LEP students  The most common participants in PD educating teachers about LEP students are content area classroom teachers TESOL 2010 19
  • 20. National Assessment of Educational Progress (NAEP)  NAEP, “the Nation’s Report Card”  Began 1964, first assessments 1969  Student subgroups in grades 4, 8, 12  Assessments are administered uniformly using the same sets of test booklets across the nation  Provides a common metric for looking at progress across years TESOL 2010 20
  • 21. “Main” NAEP  Assesses public and private school students in math, reading, science, writing, the arts, civics, econ, geog, and US history at national level  Math, rdg, science, and writing also reported at state level, usually grades 4 & 8, in public schools only  Essentially the same from year to year, with only carefully documented changes – primarily to match instructional practice  Latest advances in assessment technology TESOL 2010 21
  • 22. Long Term Trend Assessment  Assesses math and reading at national level only  Every 4 years  LTTA began 1999  Assessments do not change to allow for trend analysis but changes in 2004 make comparisons to previous tests difficult TESOL 2010 22
  • 23. NAEP  NAEP information available from http://www.nces.ed.gov/nationsreportcard/  NAEP data available from http://www.nces.ed.gov/nationsreportcard/na epdata/  NAEP LTTA information available from http://www.nces.ed.gov/nationsreportcard/ltt/  NAEP LTTA data available from http://www.nces.ed.gov/nationsreportcard/ltt data/ TESOL 2010 23
  • 24. NAEP LTTA: Highest math taken, 17-year-olds, 2008 Gen math or prealg nonELL 3 7 16 52 20 1 Algebra Geometry Algebra 2 ELL 6 8 23 52 8 3 Calculus Other 0% 20% 40% 60% 80% 100% TESOL 2010 24
  • 25. LTTA Math: ELL, former ELL, nonELL – 2008 only 500 450 400 M ath s c ale s c ores 350 298 307 276 283 279 300 252 ELL 247 245 250 224 former ELL 200 nonELL 150 100 50 0 age 9 age 13 age 17 TESOL 2010 25
  • 26. LTTA Math: ELL & nonELL, 2004 and 2008 500 450 400 Math scale scores 350 306 307 280 283 280 279 ELL 2004 300 241 245 252 ELL 2008 250 222 224 223 nonELL 2004 200 nonELL 2008 150 100 50 0 age 9 age 13 age 17 TESOL 2010 26
  • 27. Title III State Information System (T3SIS)  Available at www.ncela.gwu.edu/t3sis  Title III contact for your state  LEP Demographics  Standards  Assessments  Technical Assistance Network TESOL 2010 27
  • 28. Questions? www.ncela.gwu.edu Judith Wilde, Exec Dir: jwilde@gwu.edu Keira Ballantyne, Asst Dir-PD: keira@gwu.edu TESOL 2010 28

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