Greg Lobdell, President & Director Research greg@effectiveness

1. Impact of Former-ELL on School AccountabilityAccountability and Achievement Workgroup 20 June, 2014 Greg Lobdell, President & Director Research greg@effectiveness.org In Collaboration with the State Board of Education: Ben Rarick Andrew Parr, and Linda Drake

2. Understanding Former-ELL • Work began in fall, 2013 as AI development was underway • Led to conversations with SBE and OSPI staff about what I was seeing in the data • Current Project: Research report / article highlighting what we see and policy implications from deeply understanding the Former-ELL subgroup

3. Collaboration • State Board of Education • Ben Rarick • Andrew Parr • Linda Drake • CEE: Greg Lobdell

4. Objectives of the Work • Journey is just beginning… • What can we learn about the Former-ELL subgroup • Size and characteristics • What is the performance based on the 3 indicators used in the Achievement Index (AI) • What factors matter? Size, poverty, diversity, language, grade, grade-configuration, etc. • Positive Outliers- What do we see in those schools that are significant positive outliers? • Do we have other “data” we can look at for these schools? • Upward feeder pattern analysis • Policy implications

5. What can the AI data tell us? • Building is the unit of analysis • Continuously enrolled students only • Performance Indicators: • Proficiency: reading, math, writing, science percent of students meeting standard • Median Student Growth Percentiles: reading and math • Graduation Rate: 5-year Adjusted Cohort method

6. Sizing the Groups Source: OSPI MSP and HSPE Reading raw data for Achievement Index. Continuously Enrolled Students only. Testing years 2011, 2012, and 2013.

7. Your Turn: What do you see? • Snapshot of Performance Indicators • Grade by grade proficiency in all content areas for All-students, ELL, and Former-ELL • Student Growth: mean 3-year Median Growth Percentiles • Graduation Rate: 3 years of 5-year Adjusted Cohort graduation rates • What Observations do you have? • What other questions do you have that would help you understand this more deeply?

8. Group Differences – Q1 Are schools with reportable Former ELL populations different from schools without Former ELL populations with respect to student demographics? If so, is the pattern of differences consistent across grade levels?

9. School Differences t-Test Results

10. Group Differences – Q2 Is the academic performance of the All Students group different at Former ELL schools as compared to Non-Former ELL schools? If so, is the pattern of differences consistent across grade levels?

11. School Academicst-Test Results

12. Group Differences – Q3 For schools with reportable Former ELL populations, how do the academic measures for the Former ELL students compare to the academic measures for the All Students group? How do the measures vary by content area and by school level?

13. Group Differences Descriptive Statistics

14. Group Differences – Q4 For each of the academic performance indicators and school level, which schools have the greatest demonstrable success with their respective Former ELL students?

15. Highest Performing Schools

16. Positive Outliers- Further Investigation is Necessary to Understand • K-5 Elementary • 520 students • 88% Free-reduced • 40% ELL • 11% Asian/Pac. Islander • 5% Black/African American • 51% Hispanic • 25% White

17. Guided Conversation… • Would it be more appropriate to compare Former-ELL performance to a “never-ELL group or the all-students group? • What additional analyses would be useful? • How should this study be expanded or refined?

18. If you think of things later… greg@effectiveness.org