SEC – ELL Cross-state Results

1. SEC – ELL Cross-state Results The Cross-state Research Questions 1. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? 2. What is the relationship of academic English language development standards and assessments to state academic standards? 3. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? 4. What is the relationship between alignment of instruction to standards and improved academic achievement of English language learner students?

2. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? Alignment Analysis Results • In mathematics, alignment to state standards and assessments, whether academic or language proficiency, is not associated with the number of ELL’s in the classroom. • In English, language arts and reading however, alignment to the state ELAR assessment goes down as the percentage of ELL’s in the classroom increases (r= -0.30). Curiously, the same holds true (though to a lesser extent, r= -0.12) with regard to the state ELP standards. Alignment to the state academic standard or ELP assessment however does not appear to be associated with the percentage of ELL’s in the classroom.

3. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? Depth, Breadth & Cognitive Demand • The depth and breadth of instruction, whether in ELAR or math, does not appear to be associated with the percentage of ELL’s in the classroom. • In both mathematics and ELAR, teacher expectations for student performance in the area of evaluating/making connections (cgdF) goes down as the percentage of ELL’s in the classroom goes up. • ELAR: Performance Expectation F r= -0.19 • Math: Performance Expectation F r= -0.16 • In addition, for ELAR, cgdE (analyze information) goes down as the percentage of ELL’s in the classroom increases (r = -0.13).

4. To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? In mathematics no clear pattern of instructional practices appears to be associated with the percentage of ELL’s in the classroom. Pedagogy ELAR >>

5. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses?

6. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? Instructional practices reported by ESL Teachers

7. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? AI: 0.14 Iowa ESL Teacher Gr.3-5 Reports (n=22) Contour Interval = 1%

8. What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? AI: 0.25 Iowa ESL Teacher Gr.3-5 Reports (n=22) Contour Interval = 1%

9. What is the relationship of academic English language development standards and assessments to state academic standards?

10. What is the relationship of academic English language development standards and assessments to state academic standards? AI: 0.36 Contour Interval = 1%

11. What is the relationship of academic English language development standards and assessments to state academic standards?