Changes in CPS bilingual education testing policy drove drops in test-score inclusion, especially the fourth-grade inclusion drop in 1999 and the third-grade drop in 1997¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2003: local conditions change quickly

Subclaims¶

q2 i? When CPS moved bilingual students' entry into the accountability system from after three years to after four years in the program, the fourth-grade inclusion rate dropped; an earlier-testing allowance caused the 1997 third-grade drop. → John Q. Easton 2000

Evidence¶

John Q. Easton 2000¶

John Q. Easton, Todd Rosenkranz, Anthony S. Bryk, Brian A. Jacob, Stuart Luppescu, Melissa Roderick. (2000). Annual CPS Test Trend Review, 1999. Consortium on Chicago School Research. https://eric.ed.gov/?q=Annual+CPS+Test+Trend+Review+1999

q2 · i? · associational · r1

Documentary analysis of CPS testing policy changes 1997-1999 and their effect on inclusion rates (Part 1). The brief states "the inclusion rate for fourth grade dropped" after the 1999 change, and that allowing earlier testing of bilingual students "is responsible for a drop in inclusion among third graders in 1997." No effect size is printed.

"In 1999, fifth grade became the point where test scores for large numbers of bilingual education students were included (after four years). As a result, the inclusion rate for fourth grade dropped."

Discussion¶

Related Claims¶

• The percentage of CPS elementary students whose ITBS scores count in accountability reporting fell from 82.3 percent in 1992 to 73.9 percent in 1999, with the lowest inclusion in third grade — a broader claim this one bears on
• The 1998-99 CPS bilingual education policy overhaul shifted thousands of students into the tested-but-excluded category, raising tested-and-included counts by more than 12,000 — related
• ITBS and ISAT inclusion rules differ: ISAT reports scores for all test-takers, while about 20 percent of ITBS test-takers are excluded from public reporting — related
• After adjustments for inclusion-rule changes, CPS elementary test scores continued to improve through 1999, with long-term math gains across all grades but slowing reading improvement at ages 9, 11, and 12 — related
• In 1997, 31% of third graders and about 20% of sixth and eighth graders were excluded from Chicago's promotional test-score policy, with bilingual education the main exclusion reason in third grade and special education in sixth and eighth — related