As a group, ELs in California perform well below average based on state test results and high school graduation rates. Reflected in many statistics is a tendency to think about English learners as a monolithic group. Such thinking masks the dramatic variation in background, academic needs, and educational outcomes found among these students. What all English learners do share, however, is additional learning needs in school, as they are called upon to master both academic content and the English language.
Close to 1 in 5 students in California public schools — about 1. Schools are required by state and federal law to test students on their level of English proficiency, if they speak a language other than English at home.
The test is given to English learners every year, until they achieve a high enough score to be considered fluent in English. English learners also take other standardized tests that all students take, such as the Smarter Balanced assessments in math and English.
It can take from one to three hours to take the test, depending on grade level. When the Covid pandemic forced most schools to close their doors for in-person learning last March, almost three-quarters of English learners in California had either not yet taken the test or not yet finished all portions of the test, and the test was waived for them for the rest of the school year.
In the fall schools usually only test new, entering students for English proficiency. But this year schools also had the option to test students who had missed the opportunity to take the test in the spring. This spring, parents can choose between having their children take an online test or an in-person test.
But as school staff throughout the state begin to test students again this month and through May, there is some concern among district and county education officials that obstacles will remain. Her daughter was on track to be reclassified as fluent in English last year, when she was in fifth grade, but because tests were canceled during the pandemic, she continues to be classified as an English learner.
Pacheco felt her daughter was not getting enough help in English when campuses closed last spring. She is eager for her to be reclassified as fluent in English, so that she does not have the stress of having to take the test every year.
Her daughter now switched to a different school and is attending tutoring in person to help her prepare for the test, Pacheco said. One of the biggest obstacles to testing students during the pandemic is scheduling, whether the test is done at home or online.
When school is in-person, teachers and staff schedule tests during the school day and pull children out of class to take them. The test is federally mandated and parents cannot opt out. But with most students taking classes from home, staff have to schedule tests with parents and guardians, many of whom are unfamiliar with the English test or why it is important.
Some parents have also been afraid their children might be infected with Covid during in-person testing. That has to be taken into account when scheduling an assessment. This number increased 2 points from the previous school year. In , reclassified EL students scored an average of 4 points above standard. This number increased 2. In , English only students scored an average of 9. The mathematics indicator shows how well students are at meeting grade-level standards on the Smarter Balanced Summative Assessment in mathematics.
The Smarter Balanced Summative Assessment in mathematics is administered in grades and grade The mathematics indicator combines current EL students and students who have been reclassified within the last four years. The mathematics gauge for EL students is pointing to orange. This is based on , current EL students and recently reclassified EL students statewide who took the Smarter Balanced Summative Assessment in mathematics.
This number increased 0. This is based on , current EL students statewide who took the Smarter Balanced Summative Assessment in mathematics. In , reclassified EL students scored an average of In , English only students scored an average of This is based on 1,, English only students who took the Smarter Balanced Summative Assessment in mathematics.
The chronic absenteeism rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend.
The chronic absenteeism gauge for EL students is pointing to orange. In , 9. This is an increase of 1. This percent is based on 1,, EL students statewide. The suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. The suspension gauge for EL students is pointing to yellow.
In , 3. This rate slightly increased by 0. The graduation rate for the California School Dashboard is a blended rate and includes the one-year and combined four-and five-year graduation rate. The graduation gauge for EL students is pointing to yellow. This rate increased 1. This percent is based on 73, English learner students. This rate increased 2. This percent is based on 71, EL students statewide.
The CA EL Roadmap is a Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.
In order to meet this goal, the CDE provides monitoring and technical assistance to local educational agencies on the EL program and services. The California Department of Education makes available several downloadable data files on English learners.
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