Longitudinal growth observed for current ELs likely underestimates total-cohort growth because students who reach English proficiency exit and are no longer assessed¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: baselines and conditions change

Subclaims¶

q2 i? Because students who reach English proficiency no longer participate in the state language-proficiency assessment, observed longitudinal growth for current ELs is likely an underestimate relative to the total entering cohort. → Cook 2012

Evidence¶

Cook 2012¶

Cook, G., Linquanti, R., Chinen, M., & Jung, H. (2012). National Evaluation of Title III Implementation Supplemental Report—Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress. American Institutes for Research, Washington, DC. http://www.ed.gov/about/offices/list/opepd/ppss/index.html

q2 · i? · associational · r2

Chapter I's Limitations section explains that faster-progressing, higher-attaining students exit the EL category sooner, so longitudinal results for current ELs "contains only the results of those EL students who continued not to meet exit criteria."

"As a result, when looking at longer term, longitudinal results for current ELs, the observed growth is likely an underestimate relative to that of the total cohort of students who entered the system needing to learn English as a second language"

Discussion¶

Related Claims¶

• Publicly reported statistics based only on active ELs give a biased picture of EL performance because proficient students exit the subgroup — possibly the same claim (merge candidate)
• Systematic attrition differences mean COVID-19 impacts on student achievement are likely underestimated in fall 2020 MAP Growth results — related
• Systematic demographic differences in available fall 2020 assessment data suggest COVID-19 impacts on the most vulnerable students may be underestimated — related
• More than half of students who began as ELs passed the ACCESS proficiency exam by third grade and three-fourths by fifth grade; students who had not passed by fifth grade were unlikely to pass before high school — related
• More recent cohorts of kindergarten ELs reached English proficiency on the CELDT in earlier grades than previous cohorts — related
• Longitudinal subject attrition produces systematic baseline differences among continuing, dropout, and non-participating students — related