ACCESS for ELLs
2014 Statewide Results
September 2014
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
This document was prepared by the
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to
ensuring that all of its programs and facilities are accessible to all members of the public.
We do not discriminate on the basis of age, color, disability, gender identity, national origin, race, religion,
sex, or sexual orientation.
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the
Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105.
© 2014 Massachusetts Department of Elementary and Secondary Education
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please
credit the “Massachusetts Department of Elementary and Secondary Education.”
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
http://www.doe.mass.edu/
Table of Contents
Executive Summary ...................................................................................................................... 1
I.
Background ....................................................................................................................... 2
II.
Summary of the 2014 Statewide ACCESS FOR ELLs Results .................................... 5
Student Participation ........................................................................................................... 5
Student Performance ........................................................................................................... 5
Progress of ELL Students in Learning English................................................................. 15
III.
Performance of ELL Students from the State’s Highest-Incidence First Language
Groups .............................................................................................................................. 17
Appendix A. Access For ELLs Proficiency Level Cut Scores By Grade Level For Overall
(Composite) Score ........................................................................................................................ 25
Appendix B. Alternate Access For ELLs Proficiency Level Cut Scores By Domain .................. 25
Appendix C. Performance Definitions For The Levels Of English Language
Proficiency .................................................................................................................................... 26
Appendix D. Alternate Access For ELLs Performance Definitions ............................................. 27
Appendix E. Features of The ACCESS FOR ELLs Tests ............................................................ 28
Appendix F. Number And Percentage of Enrolled ELL Students By 20 Highest-Incidence First
(Native) Languages ....................................................................................................................... 29
Executive Summary
Major Findings
This was the second year that Massachusetts administered the ACCESS for ELLs tests, which is
based on the WIDA English Language Development Standards. Massachusetts joined the WIDA
(World-class Instructional Design and Assessments) consortium in 2012.
Participation
In 2014, 74,137 of 75,773 ELL students enrolled in grades K–12 participated in all four sections
of the ACCESS for ELLs test, a participation rate of 98 percent, which represents an increase of
one percentage point since 2013; three percentage points since 2012; and six percentage points
since 2010.
Overall Achievement
The percentage of students who performed at the highest levels (Level 5 and Level 6) on the
ACCESS tests in 2014 indicates a slight increase in most grades since 2013. (See Figure 1,
which compares the levels of student performance in both years.)
The combined percentage of students attaining Level 5 and Level 6 in ACCESS for ELLs varied
by grade level, ranging from 4 percent in kindergarten to 44 percent in grade 4 (see Figure 1).
The percentage of students who attained Level 5 and Level 6 in grades 3, 4 and 5 superseded
those of other grades.
Figure 1. Percentage of Students in Each Performance Level on the 2013 and 2014
ACCESS for ELLs (Grades K-12)
Percent of Students
Grades K6
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Level 6
1
0
1
1
3
3
10
13
13
16
12
14
3
3
Level 5
4
4
3
4
10
11
29
26
27
28
26
26
16
17
Level 4
8
9
15
15
29
32
37
37
35
32
35
32
38
38
Level 3
13
14
54
54
45
42
16
15
17
15
17
19
29
27
Level 2
16
17
22
22
10
10
6
6
5
6
6
6
11
11
Level 1
59
56
5
5
4
3
2
2
3
3
4
3
4
4
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
1
Percent of Students
Grades 712
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013
2014
Grade 7
2013
2014
Grade 8
2013
2014
Grade 9
2013
2014
Grade 10
2013
2014
Grade 11
2013
2014
Grade 12
Level 6
2
3
2
2
3
7
5
6
5
6
6
5
Level 5
13
15
8
10
10
17
14
15
12
13
11
13
Level 4
31
35
28
34
29
21
25
25
25
25
27
29
Level 3
35
29
35
31
45
23
29
27
30
28
33
29
Level 2
13
13
19
16
10
21
20
19
20
20
18
18
Level 1
6
6
8
8
4
12
7
8
9
8
6
5
Progress

Student Growth Percentiles for ACCESS tests (SGPAs) were used to generate
progress determinations for students by matching each student with other students in
the same grade who earned similar scores the previous year, then comparing the
current year’s scores of those same students and calculating an SGPA between
0100. Each student’s SGPA is compared with growth-to-proficiency targets based
on the prior year’s proficiency level and the number of years attending a
Massachusetts school.

A student’s growth percentile ranking shows how much the student grew over the
previous year relative to his or her academic peers, and indicates the student’s
movement from the beginning level of English proficiency toward the point at which
the student can perform standards-based classroom work in English.

See the section on Progress of ELL Students in Learning English for details on how
Progress was determined.
I. Background
This report summarizes the results of more than 74,000 ELL students in Massachusetts who
participated in the 2014 Assessing Comprehension and Communication in English State-to-State
for English Language Learners (ACCESS for ELLs) tests, which are intended to measure the
English language proficiency of English language learner (ELL) students. The 2014 ACCESS for
ELLs tests were given in Massachusetts for the second consecutive year, having replaced the
Massachusetts English Proficiency Assessment (MEPA) tests which were given from 2005–2012.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
2
ACCESS for ELLs tests measure how well ELL students have achieved the English Language
Development (ELD) Standards developed by the World-Class Instructional Design and
Assessment (WIDA) consortium. Massachusetts adopted the WIDA standards because they
measure academic literacy in four subjects, plus social and instructional language; and because
they are aligned with the 2011 Massachusetts Curriculum Frameworks (incorporating the
Common Core State Standards).
ACCESS for ELLs consists of four separate sub-domain tests in reading, writing, listening, and
speaking. Only students who participate in all four domains receive an overall score. Students
participate in tests intended for specific grade-level clusters: kindergarten, grades 1–2, 3–5, 6–8, and
9–12, and take either Tier A, B, or C (in grades 1-12), depending on their level of English language
proficiency.
Assessment subscores were reported in the four domains of listening, speaking, reading, and
writing in one of six WIDA English Language Proficiency Levels: 1-Entering, 2-Emerging,
3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching (see Appendix C). Students received
scale scores between 100600 in each domain. Proficiency level scores were also reported as a
whole number followed by a decimal (e.g., 3.4), indicating the student’s language proficiency
level based on scale scores, and the relative position within the proficiency level of the student’s
scale score, rounded to the nearest tenth.
The following composite scores were also reported, using the same proficiency levels:

An overall composite score combining the four domain scores (Listening 15%, Speaking
15%, Reading 35%, Writing 35%);

An Oral Language composite score, combining equally weighted scale scores from
Listening (50%) and Speaking (50%);

A Literacy composite score, combining equally weighted scale scores from Reading (50%)
and Writing (50%);

A Comprehension composite score, combining scale scores for Listening (30%) and
Reading (70%).
Reclassification of ELL students
The Department recommends that districts consider exiting students from ELL status when they
meet the following criteria, based on the likelihood that they will be able to perform standardsbased classroom work in English:


Overall (Composite) score of 5.0 or higher, and
Composite Literacy score (Reading and Writing) of 4.0 or higher
The use of other relevant data is also recommended before exiting a student from ELL status,
including:



observations by, and the judgment of, teachers;
student’s class work;
MCAS and other locally-administered diagnostic test results.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
3
Alternate ACCESS for ELLs
The Alternate ACCESS for ELLs was administered in 2014 for the first time in Massachusetts to
ELL students with significant cognitive disabilities. The Alternate ACCESS is given to students in
grades 1–12 whose cognitive disabilities prevent their meaningful participation in the ACCESS
for ELLs general assessment. It is administered in four grade-level clusters: Grades 1–2, 3–5, 6–8,
and 9–12. Students are assessed in the four domains of reading, writing, listening, and speaking.
Results are reported at six performance levels (Levels A1P3 ― see Appendix C for
descriptors), and on a numerical scale from 900 to 960. In 2014, 1,191 Massachusetts students in
grades 1-12 participated in the Alternate ACCESS for ELLs test during the five-week January–
February 2014 testing window.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
4
II. Summary of the 2014 Statewide ACCESS for ELLs Results
Student Participation
Participation in the 2014 ACCESS for ELLs tests is summarized below and includes students in
grades K12 who participated in all four test domains―reading, writing, listening, and speaking.
Table 1 provides the number and percentage of ELL students who participated in the 2014
ACCESS for ELLs tests by grade cluster and years of enrollment in Massachusetts.
Note that the number of students tested by years of enrollment may not equal the total for all
students because number of years of enrollment was not available for a few students.
Table 1. Participation of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
Grade Cluster/
Years of
Enrollment
Grade
K
#
First Year
9,424
98
1,787
99
1,948
99
1,936
99
2,773
98
17,868
99
526
99
8,893
99
1,641
99
1,545
99
2,620
97
15,225
99
Third Year
3
100
7,446
99
1,466
99
1,261
98
1,860
96
12,036
99
Fourth Year
0
0
807
99
5,947
99
1,103
98
1,595
95
9,452
98
Fifth Year or More
1
100
8
100
8,011
99
6,771
97
3,353
91
19,468
96
9,955
98
18,950
99
19,021
99
12,648
98
13,563
94
74,137
98
Second Year
All Students
%
Grades
1-2
#
%
Grades
3-5
#
%
Grades
6–8
#
%
Grades
9–12
#
%
Total
#
%
In 2014, grade clusters 1–2 and 3–5 had the highest participation rate at 99 percent, and grade
span 9–12 had the lowest at 94 percent. The participation rate by years of enrollment in grade
clusters 6–8 and 9–12 declined the longer students received language services. This was
particularly evident in grade cluster 9–12, where 98 percent in their first year of enrollment
participated compared to 91 percent in their fifth year or more year of enrollment.
Student Performance
Results for the 2014 ACCESS for ELLs test administration, disaggregated by years of enrollment
for each grade cluster, are summarized below. Results for students who took the Alternate
ACCESS for ELLs are summarized separately because of basic differences in the reporting of
the proficiency levels and calculation of the scale scores (See page 10). Results are not reported
if fewer than 10 students were tested.
Grade K
At the Kindergarten level, four percent of all ELL students who participated in the 2014
ACCESS for ELLs tests performed at Level 5, while 56 percent performed at Level 1. Two
percent of students in their second year of enrollment performed at Level 5, while 44 percent
performed at Level 1. In 2014, a total of 17 percent of ELL students in Kindergarten performed
at Level 2, 14 percent at Level 3, 9 percent at Level 4, and 4 percent at Level 5.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
5
Table 2. Performance of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Kindergarten
Number
Tested
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
9424
526
3
0
1
9,955
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
56
44
56
17
21
17
13
16
14
9
16
9
4
2
4
0
0
0
223
238
224
Grade Cluster 1–2
At grade cluster 1–2, two percent of participating ELL students performed at Level 6 while 7
percent at Level 5 in 2014 ACCESS for ELLs testing. The largest number of students performed
at Level 3. A total of 4 percent performed at Level 1, 16 percent performed at Level 2, 48 percent
at Level 3, and 23 percent at Level 4.
Table 3. Performance of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 1–2
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
1780
8822
7359
793
7
18,769
Average
Scale
Score
272
291
314
311
299
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
27
3
1
1
4
33
20
8
8
16
30
55
44
52
48
8
17
34
31
23
1
4
12
7
7
1
1
3
1
2
Grade Cluster 3–5
At grade cluster 3–5, the percentage of participating ELL students who performed at Level 6 in
2014 ACCESS for ELLs testing was 14 percent. The percentage of ELL students performing at
Level 5 in this grade cluster was 27. The highest percentage of students, 34 percent, performed at
Level 4. A total of 3 percent of ELL students in grade cluster 3–4 performed at Level 1, 6 percent
performed at Level 2, 16 percent at Level 3. The majority of students in grade cluster 3–5
performed at Level 4 or above.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
6
Table 4. Performance of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 3–5
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
1937
1616
1439
5840
7827
18,666
Average
Scale
Score
313
337
348
349
362
350
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
21
3
1
0
0
3
27
17
7
2
2
6
23
29
21
13
13
16
19
31
38
38
35
34
6
12
21
30
33
27
3
8
13
16
17
14
Grade Cluster 6–8
At grade cluster 6–8, three percent of participating ELL students performed at Level 6 in 2014
ACCESS for ELLs. The percentage of ELL students performing at Level 5 in grades 6–8 was 14
percent. The highest percentage of students, 36 percent, performed at Level 4. A total of 6 percent of
ELL students in grade cluster 6-8 performed at Level 1, 13 percent performed at Level 2, and 29
percent at Level 3.
Table 5. Performance of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 6-8
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
1922
1523
1246
1072
6579
12,345
Average
Scale
Score
333
354
363
368
372
362
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
29
6
2
1
1
6
30
26
17
10
5
13
22
35
33
33
28
29
15
23
31
38
45
36
4
8
13
14
19
14
1
3
4
4
2
3
Grade Cluster 9–12
At grade span 9–12, the percentage of participating ELL students who performed at Level 6 was
6 percent, while 15 percent performed at Level 5. The highest percentage of students performed
at Level 3, 26 percent, followed by 24 percent performing at Level 4. Twenty percent of students
performed at Level 2, while 9 percent performed at Level 1.
Table 6. Performance of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 9-12
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
2763
2597
1832
1554
4404
13,211
Average
Scale
Score
355
376
382
387
392
379
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
26
8
5
3
2
9
32
27
20
15
9
20
20
29
32
29
25
26
12
20
25
29
32
24
5
11
14
17
24
15
4
6
5
5
8
6
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
7
Composite Scores
Students received four composite scores which provided added details and context of their
performance. The ACCESS for ELLs composite scores were in oral language, comprehension,
and literacy, in addition to an overall composite score, and were derived from a combination of
weighted scale scores from the four language domains as follows:




Overall―combining the four domain scores, as follows: Listening (15%), Speaking
(15%), Reading (35%), and Writing (35%)
Oral Language (Oral Lang)―combining equally weighted scale scores for Listening and
Speaking (50% each)
Comprehension (Compr)—combining scale scores for Listening (30%) and Reading (70%)
Literacy―combining equally weighted scale scores for Reading and Writing (50% each)
Median proficiency (Prof) levels by year of enrollment are presented below:
Kindergarten
Kindergartners performed best overall in Oral Language at proficiency level 3.9. This
significantly exceeded their proficiency levels of 1.8 in Comprehension and 1.7 in Literacy.
Table 7. Composite Scores of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster K
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
9,424
526
3
1
1
9,955
Oral Lang
Scale
Score
Oral
Lang
Prof
Level
Compr
Scale
Score
Compr
Prof
Level
Literacy
Scale
Score
Literacy
Prof
Level
291
307
292
3.9
44.8
3.9
212
229
213
1.8
1.9
1.8
194
209
195
1.7
1.9
1.7
Grade Cluster 1–2
For students in grade cluster 1–2, performance in Comprehension at proficiency level 4.9 was
slightly better than performance in Oral Language at proficiency level 4.5 Both of these were
more than 1.0 point higher than performance in Literacy in this grade cluster, which was level 3.4.
Table 8. Composite Scores of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 1–2
Years of Enrollment
Number
Tested
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
1,780
8,822
7,359
793
7
18,769
Oral Lang
Scale
Score
285
323
344
342
328
Oral
Lang
Prof
Level
2.8
4.2
5.2
5.1
4.5
Compr
Scale
Score
Compr
Prof
Level
Literacy
Scale
Score
Literacy
Prof
Level
275
289
316
313
300
3.3
4.2
5.0
5.0
4.9
267
277
301
298
286
2.7
3.23.3
3.73.6
3.5
3.4
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
8
Grade Cluster 3–5
Students in grade cluster 3–5 performed at a Level 5 in both Oral Language and Comprehension.
Their performance in Literacy was slightly lower at proficiency level 4.7.
Table 9. Composite Scores of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 3–5
Years of Enrollment
Number
Tested
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
1,937
1,616
1,439
5,840
7,827
18,666
Oral Lang
Scale
Score
306
341
358
360
375
359
Oral
Lang
Prof
Level
2.7
3.9
4.8
5.1
5.6
5.0
Compr
Scale
Score
Compr
Prof
Level
Literacy
Scale
Score
Literacy
Prof
Level
315
336
345
344
361
348
3.2
4.0
5.0
5.0
5.2
5.0
316
335
344
344
357
346
3.3
4.1
4.6
4.8
4.8
4.7
Grade Cluster 6–8
For each composite score area, performance improved consistently by year of enrollment for
students in grade cluster 6–8 over the five-year period. First-year students attained a
proficiency level of 2.5 in Oral Language, 2.7 in Comprehension, and 2.9 in Literacy. By the
fifth year or more of enrollment, they performed at a proficiency level of 5.4 in Oral
Language, 4.8 in Comprehension, and 3.9 in Literacy. All students in grade cluster 6–8
attained their highest composite score in Oral Language at a proficiency level of 4.9, while
their proficiency level of 4.1 in Comprehension was followed by a Literacy proficiency of 3.7.
Table 10. Composite Scores of ELL Students in 2014 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 6–8
Years of Enrollment
Number
Tested
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
1,922
1,523
1,246
1,072
6,558
12,345
Oral Lang
Scale
Score
318
356
375
384
391
373
Oral
Lang
Prof
Level
2.5
3.8
4.5
5.0
5.4
4.9
Compr
Scale
Score
Compr
Prof
Level
Literacy
Scale
Score
Literacy
Prof
Level
336
357
367
372
375
366
2.7
3.6
3.9
4.5
4.8
4.1
339
354
359
362
364
358
2.9
3.5
3.6
3.8
3.9
3.7
Grade Cluster 9–12
Like the performance in grade cluster 6–8, performance improved consistently by year of enrollment
in each composite area for students in grade cluster 9–12. Students in their fifth or more year of
enrollment attained a composite Oral Language proficiency level of 4.9, and in Comprehension and
Literacy, an equal proficiency level of 4.3. In their first year of enrollment these students started with
a composite Oral Language proficiency level of 2.2, Comprehension proficiency level of 2.5, and
Literacy proficiency level of 3.0. Overall, students in grade cluster 9–12 performed best in Oral
Language with a proficiency level of 4.0, a Literacy level of 3.8, followed by a proficiency level of
3.6 in Comprehension. Students in this grade cluster were distinct from the others in that they
attained a higher Literacy score than their Comprehension score.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
9
Table 11. Composite Scores of ELL Students in 2013 ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 9–12
Years of Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
2,763
2,597
1,832
1,554
3,247
13,211
Oral
Lang
Scale
Score
330
365
377
384
393
371
Oral
Lang
Prof
Level
2.2
3.4
3.9
4.2
4.9
4.0
Compr
Scale
Score
Compr
Prof
Level
Literacy
Scale
Score
Literacy
Prof
Level
353
371
377
381
386
374
2.5
3.2
3.6
3.9
4.3
3.6
367
380
385
388
392
383
3.0
3.6
3.8
3.9
4.3
3.8
Performance on the Alternate ACCESS for ELLs
The Alternate ACCESS for ELLs results were reported at six proficiency levels―A1-Initiating,
A2-Exploring, A3-Engaging, P1-Entering, P2-Emerging, and P3-Developing, and on a numerical
scale from 900 to 960. Alternate ACCESS proficiency levels A1, A2, and A3 align with the
lower, middle, and upper section respectively of ACCESS proficiency level 1-Entering.
Alternate ACCESS proficiency levels P1, P2, and P3 coincide with ACCESS composite
proficiency levels 1, 2, and 3 respectively (see Figure 1 below). See Appendix D for the
performance definitions of the Alternate ACCESS for ELLs proficiency levels.
Results for the 2014 Alternate ACCESS for ELLs test administration, disaggregated by years of
enrollment for each grade cluster, are summarized below.
Figure 1
Overlay of ACCESS and Alternate ACCESS Proficiency Levels
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
10
Grade Cluster 1–2
Thirty-three percent of a total of 181 students who participated in the Alternate ACCESS for
ELLs at grade cluster 1–2 attained Level P1. (Level P1 on the Alternate ACCESS is the
equivalent of Level 1 on the ACCESS general assessment). Sixteen percent achieved Level P2.
Fifty percent of the students performed below level P1.
Table 12. Performance of ELL Students in 2014 Alternate ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 1–2
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
7
71
87
14
1
181
Average
Scale
Score
931
936
940
934
Percentage of Students at Each Alternate Performance Level
A1:
A2:
A3:
P1:
P2:
P3:
Initiating
Exploring
Engaging
Entering
Emerging
Developing
25
13
7
18
11
8
0
9
31
16
29
23
23
41
43
33
10
22
21
16
0
0
0
0
Grade Cluster 3–5
In grade cluster 3–5, the highest number of students attained Level P1, 26 percent. Five percent
attained Level P2. All other students performed below Level P1.
Table 13. Performance of ELL Students in 2014 Alternate ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 3–5
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
11
25
27
107
184
355
Average
Scale
Score
930
936
937
941
942
940
Percentage of Students at Each Alternate Performance Level
A1:
A2:
A3:
P1:
P2:
P3:
Initiating
Exploring
Engaging
Entering
Emerging
Developing
27
16
7
4
4
6
9
12
11
7
5
7
45
4
19
8
10
11
9
32
41
30
23
26
9
36
22
50
58
50
0
0
0
0
0
0
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
11
Grade Cluster 6–8
Fifty-two percent of students ELLs in grade cluster 6–8 attained Level P2. Twenty-six percent of
students in this grade cluster attained Level P1, while 21 percent attained below Level 1.
Table 14. Performance of ELL Students in 2014 Alternate ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 6–8
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
14
22
15
31
218
303
Average
Scale
Score
935
938
942
943
941
941
Percentage of Students at Each Alternate Performance Level
A1:
A2:
A3:
P1:
P2:
P3:
Initiating
Exploring
Engaging
Entering
Emerging
Developing
14
5
7
3
7
7
0
5
0
3
3
3
29
36
7
3
9
11
43
32
33
32
22
26
14
23
53
58
58
52
0
0
0
0
0
0
Grade Cluster 9–12
Twenty-nine percent of the students at grade cluster 9–12 who took the Alternate ACCESS attained
Level P1. Thirty percent attained Level P2, while 41 percent performed below Level P1. Among
students performing below Level P1, 21 percent attained the next highest level, Level A3.
Table 15. Performance of ELL Students in 2014 Alternate ACCESS for ELLs
by Years of Enrollment in Massachusetts:
Grade Cluster 9–12
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
10
23
28
41
247
352
Average
Scale
Score
933
934
937
939
937
937
Percentage of Students at Each Alternate Performance Level
A1:
A2:
A3:
P1:
P2:
P3:
Initiating
Exploring
Engaging
Entering
Emerging
Developing
20
9
4
5
11
10
10
17
14
2
1
10
20
30
25
22
19
21
30
30
43
44
25
29
20
13
14
27
35
30
0
0
0
0
0
0
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
12
Alternate ACCESS for ELLs Composite Scores
As with the ACCESS for ELLs general assessments, students who took the Alternate ACCESS
for ELLs received three composite scores, in addition to an overall composite score, which
provided additional details and context of their performance. The composite scores were in oral
language, comprehension, and literacy, and were derived from a combination of weighted scale
scores from the four language domains in the same proportions as for the ACCESS for ELLs as
follows:



Oral Language (Oral Lang)―combining equally weighted scale scores for Listening and
Speaking (50% each)
Comprehension (Compr)—combining scale scores for Listening (30%) and Reading (70%)
Literacy―combining equally weighted scale scores for Reading and Writing (50% each)
The overall composite proficiency levels were reported on the scale of A1–A2–A3–P1–P2–P3,
and as scale scores. The tables below provide median scale scores for students who took the
Alternate ACCESS for ELLs. Appendix B provides a crosswalk of the Alternate ACCESS for
ELLs proficiency level scores and the scale scores, and shows the cut scores for each level. Note:
cut scores vary in each domain.
Grade Cluster 1–2
In grade cluster 1–2, students performed best in Oral Language with an average scale score of
936, with cut scores for P2 at 944. Performance in Comprehension and Literacy followed
closely with average scale scores 935 and 934, with cut scores for P2 at 942 and 945 respectively
for these domains.
Table 16. Composite Scores of ELL Students in 2014 Alternate ACCESS for ELLs by Years of
Enrollment in Massachusetts:
Grade Cluster 1–2
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
7
71
87
14
1
181
Oral Scale Score
934
938
943
936
Comprehension
Scale Score
932
938
941
935
Literacy
Scale Score
930
936
939
934
Grade Cluster 3–5
Performance in grade cluster 3–5 showed a slight improvement over that of students in grade
cluster 1–2. Students also performed best in Oral Language with an average scale score of 942
with cut scores for P2 at 944. Performance in Comprehension and Literacy followed closely with
average scale scores 941 and 940 with cut scores for P2 at 942 and 945 respectively. At this
grade cluster, there was a steady improvement for each year of enrollment.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
13
Table 17. Composite Scores of ELL Students in 2014 Alternate ACCESS for ELLs by Years of
Enrollment in Massachusetts:
Grade Cluster 3–5
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
11
25
27
107
184
355
Oral Scale Score
932
938
938
942
943
942
Comprehension Scale
Score
932
937
938
941
942
941
Literacy Scale
Score
930
936
937
940
942
940
Grade Cluster 6–8
Students in grade cluster 6–8 performed best in Comprehension. They attained an average scale
score of 942 with cut scores for P2 in Comprehension at 942. The Oral Language scale score
average was also 942, but with cut scores for P2 at 944, this was slightly lower than the average
Comprehension scale score.
Table 18. Composite Scores of ELL Students in 2014 Alternate ACCESS for ELLs by Years of
Enrollment in Massachusetts:
Grade Cluster 6–8
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
14
22
15
31
218
303
Oral Scale Score
937
940
943
943
942
942
Comprehension Scale
Score
938
940
944
944
942
942
Literacy Scale
Score
935
937
942
943
941
941
Grade Cluster 9–12
As with the grade cluster 6–8, students in grade cluster 9–12 performed best in Comprehension.
They attained an average scale score of 939 with cut scores for P2 in Comprehension at 942. The
Oral Language scale score average was also 939, but with cut scores for P2 at 944, this was
slightly lower than the average Comprehension scale score.
Table 19. Composite Scores of ELL Students in 2014 Alternate ACCESS for ELLs by Years of
Enrollment in Massachusetts:
Grade Cluster 9–12
Years of
Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Number
Tested
10
23
28
41
247
352
Oral Scale Score
934
938
939
941
939
939
Comprehension Scale
Score
935
937
940
940
939
939
Literacy Scale
Score
933
933
936
938
937
936
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
14
Progress of ELL Students in Learning English
Table 20 displays the percentages of students who made progress toward attaining English
proficiency by grade cluster and the number of years they have attended Massachusetts public
schools. The percentages of students making progress were calculated based on Student Growth
Percentiles for ACCESS for ELLs (SGPAs). Each student with at least two consecutive years of
ACCESS for ELLs overall composite scores (students who took the test in all four domains each
year) received an SGPA, which measures on a scale of 0–100 how much the student changed
relative to other students statewide with similar scores in previous years.
New for 2014 and beyond, Massachusetts has set growth-to-proficiency targets for
Massachusetts students using historical data from WIDA member states. Targets are based on the
growth needed to reach English language proficiency (ACCESS Level 5) within six years in a
Massachusetts school, and are dependent on the number of years a student has spent in a
Massachusetts school and the prior year’s ACCESS proficiency level. Targets are shown below.
Figure 2.
Growth-to-Proficiency Targets Based on the SGPA Needed By Students
to Make Progress Toward English Proficiency
Overall, 52 percent of ELL students who participated in the 2014 ACCESS for ELLs tests and
who also participated in the 2013 ACCESS for ELLs tests made progress toward attaining
English proficiency, a nine percentage point decrease from 61 percent in 2013. Progress varied
by grade cluster, with 61 percent making progress at grade cluster 3–5, and 41 percent at grade
cluster 9–12.
With the exception of grade cluster 1–2, students made the most progress in their second year of
enrollment, with 75 percent of students in their second year making progress in grade cluster 3–5,
73 percent in grade clusters 6–8, and 60 percent in grade cluster 9–12. Significantly fewer
students in their fifth year of enrollment made progress than those in their second, third, and
fourth years of enrollment. For example, 31 percent of students in their fifth year of enrollment
made progress in grades cluster 6–8, and 22 percent made progress in grade cluster 9–12.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
15
Table 20. Progress of ELL Students Participating in 2013 and 2014
ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
Grade Cluster/ Years of
Enrollment
Number
Included
Percentage of Students
Making Progress
First Year
28
61
Second Year
8,293
53
Third Year
7,047
58
Fourth Year
772
41
Fifth Year
7
14
All Students
16,151
55
Grades 1–2
Grades 3–5
First Year
12
67
Second Year
1,369
75
Third Year
1,326
70
Fourth Year
5,662
71
Fifth Year
7,496
50
All Students
15,866
61
First Year
8
38
Second Year
1,315
73
Grades 6–8
Third Year
1,170
65
Fourth Year
1,029
69
Fifth Year
6,285
31
All Students
9,807
45
First Year
18
11
Second Year
2,272
60
Third Year
1,789
52
Fourth Year
1,534
53
Fifth Year
4,458
22
All Students
10,098
41
First Year
66
45
Second Year
13,249
58
Third Year
11,332
59
Fourth Year
8,997
65
Fifth Year
18,246
37
All Students
51,922
52
Grades
9–12
Total
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
16
III. Performance of ELL Students from the State’s Highest-Incidence
First Language Groups
Tables 21–28 show the results of ELL students on the spring 2014 ACCESS for ELLs tests by
grade cluster and years of enrollment, disaggregated for the eight highest incidence first
languages of the participating students: Spanish, Portuguese, Haitian Creole, Chinese, Cape
Verdean, Vietnamese, Arabic, and Khmer. Appendix F shows the number and percentage of
enrolled ELL students for the 20 highest-incidence first language groups in the state.
Table 21. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: SPANISH
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
4,599
366
0
0
0
4967
214
241
216
64
41
62
16
22
16
12
16
12
06
17
7
3
3
3
0
0
0
773
4,508
3,962
568
6
9817
267
292
317
318
302
36
4
2
2
6
35
24
10
8
18
23
56
47
53
50
5
13
32
31
21
0
2
8
5
5
0
0
1
0
1
862
718
757
3,182
4,714
10233
308
346
360
359
375
362
32
5
3
2
2
5
31
22
9
4
3
8
19
33
25
16
15
18
12
28
38
40
36
35
5
8
15
28
32
26
1
5
8
11
12
10
923
741
715
607
4,192
7178
329
357
368
391
389
376
44
10
4
3
2
9
31
33
23
15
8
15
17
35
37
37
31
30
6
16
26
31
43
33
2
4
7
11
15
11
1
1
2
3
1
1
1,347
1,147
913
773
2,959
7139
344
370
386
395
423
392
40
15
10
6
6
14
35
36
26
20
12
23
14
26
34
31
25
25
7
15
19
28
29
21
2
6
10
13
23
13
1
2
2
3
6
4
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
17
Table 22. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: PORTUGUESE
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
910
32
0
0
0
942
222
231
222
59
47
59
19
28
19
12
19
12
6
6
6
3
0
3
0
0
0
128
849
721
53
0
1751
271
297
320
315
305
27
2
1
0
3
30
16
7
6
13
32
60
44
40
50
8
17
33
45
24
2
4
13
9
8
1
1
2
0
1
133
118
94
447
510
1302
316
350
356
357
368
356
13
3
0
1
0
2
29
16
4
1
1
5
33
22
19
9
7
13
18
40
36
38
33
34
5
11
29
34
38
30
2
8
12
17
21
16
148
124
56
32
271
631
337
363
376
371
387
369
26
2
0
0
1
7
36
17
7
9
1
13
22
39
20
19
16
22
9
31
50
53
46
35
4
7
18
19
33
19
2
4
5
0
3
3
190
215
104
64
111
684
369
390
397
405
401
388
16
1
4
0
1
6
35
15
.15
8
3
18
23
33
20
30
22
26
13
28
27
23
35
25
7
12
22
30
23
15
6
11
12
9
16
10
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
18
Table 23. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: HAITIAN CREOLE
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
313
19
0
0
0
332
225
249
226
54
32
53
19
32
19
11
21
11
10
16
10
6
0
6
0
0
0
78
317
266
22
2
685
272
302
336
340
314
24
5
4
9
7
33
18
11
5
16
35
57
39
50
47
8
16
32
23
21
0
3
13
9
7
0
0
1
5
1
100
120
89
274
370
953
311
335
353
354
379
357
19
3
1
1
1
3
29
17
6
2
5
8
29
36
18
19
16
21
16
26
45
38
44
37
3
14
26
30
26
23
4
4
4
11
8
8
119
118
100
115
350
802
338
368
368
379
395
377
18
5
0
1
1
4
39
19
12
3
7
14
24
38
33
33
28
30
17
29
39
46
48
39
2
8
14
14
15
11
0
1
2
3
2
2
218
271
187
183
265
1124
358
385
399
410
424
395
15
5
4
4
7
7
41
24
16
13
7
20
30
34
32
.28
25
30
9
23
3
34
33
26
5
11
14
17
22
14
0
4
5
3
6
4
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
19
Table 24. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: CHINESE
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
697
2
0
0
0
703
236
236
45
45
16
16
17
17
15
15
7
7
1
1
124
604
407
9
0
1144
281
300
326
307
11
1
0
2
39
11
1
11
35
50
30
41
12
24
36
27
2
10
19
13
0
3
13
6
105
82
64
349
302
902
333
347
367
364
385
366
3
0
2
0
1
1
17
10
0
0
0
3
33
28
14
2
1
9
36
38
42
29
18
28
4
9
17
30
30
24
7
16
25
38
49
35
106
80
44
43
164
437
354
370
371
391
405
381
8
8
5
0
3
5
25
14
9
12
4
12
24
40
34
19
16
24
32
21
27
40
40
33
8
10
7
21
26
16
2
8
18
9
12
9
123
184
106
91
159
663
387
388
392
398
417
397
9
4
4
2
8
6
20
15
19
11
13
16
20
28
32
21
17
24
26
25
25
31
26
26
9
16
10
20
21
16
15
12
9
15
14
13
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
20
Table 25. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: CAPE VERDEAN
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
261
20
0
0
0
281
204
213
205
69
65
69
16
10
15
10
15
10
3
10
4
2
0
2
0
0
0
49
272
241
13
0
575
255
288
320
312
299
57
4
1
0
7
33
31
11
15
23
10
51
51
38
47
0
11
27
31
17
0
3
9
15
6
0
1
0
0
1
67
70
56
200
301
694
283
329
337
356
372
351
40
9
0
1
1
6
46
30
20
6
3
12
12
31
32
16
16
18
1
21
34
35
38
31
0
6
13
36
36
27
0
3
2
7
6
5
100
94
71
66
373
704
321
345
362
369
388
368
33
5
0
0
1
6
41
40
17
12
3
16
24
37
44
29
25
29
1
12
24
39
51
35
1
5
13
20
20
14
0
0
3
0
1
1
212
202
141
141
321
1017
349
381
383
404
416
389
25
9
2
5
4
9
46
25
16
14
11
22
20
36
39
28
27
29
6
19
30
39
36
26
2
9
11
13
18
11
0
1
1
1
4
2
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
21
Table 26. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: VIETNAMESE
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
402
16
0
0
0
418
236
214
236
46
69
47
18
13
17
17
6
17
12
6
11
7
6
7
0
0
0
24
337
318
17
0
696
274
301
325
313
311
17
3
2
6
3
46
13
2
0
9
29
47
31
59
40
8
27
41
24
33
0
7
18
6
12
0
3
6
6
4
29
33
26
291
340
719
324
341
351
362
383
369
10
0
4
1
1
2
28
12
0
1
2
3
28
39
8
6
4
7
14
18
46
29
26
27
10
15
23
37
35
34
10
15
19
26
32
28
44
31
21
20
219
335
349
376
376
379
408
393
7
6
0
0
3
3
32
19
5
0
5
10
32
45
19
25
14
20
18
19
33
50
40
35
9
10
38
15
32
26
2
0
5
10
7
6
87
76
55
38
111
367
371
400
386
403
448
406
6
3
5
0
10
6
38
13
9
8
9
17
33
24
33
24
11
23
11
33
42
18
23
25
5
16
11
34
32
19
7
12
0
16
15
10
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
22
Table 27. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: ARABIC
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
318
11
218
241
55
27
18
36
14
27
10
9
3
0
0
0
0
0
0
329
219
54
18
14
10
3
0
116
330
200
12
0
658
267
294
317
312
296
36
1
2
0
7
27
19
4
17
16
29
54
42
50
46
6
22
32
25
22
1
4
18
8
8
1
1
3
0
1
126
110
66
178
133
613
305
338
354
353
369
344
26
3
0
0
0
6
34
17
5
1
0
11
23
30
11
11
7
16
12
29
39
34
32
29
4
12
29
34
37
24
1
9
17
20
24
15
101
68
36
53
104
362
329
358
376
369
378
359
25
3
0
2
0
8
36
18
8
6
3
16
28
34
19
26
26
27
6
38
39
45
40
31
6
3
25
13
24
14
0
4
8
8
7
5
129
108
54
72
72
435
365
382
392
391
390
381
21
6
4
1
7
9
26
26
7
11
10
19
22
26
28
38
21
26
18
14
33
19
35
22
8
21
22
22
17
17
5
7
6
8
11
7
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
23
Table 28. Performance of ELL Students in 2014 ACCESS for ELLs
by Grade Cluster and Years of Enrollment in Massachusetts
First Language: KHMER
Grade Cluster /
Years of Enrollment
Number
Tested
Average
Scale
Score
Percentage of Students at Each Performance Level
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Grade K
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 1-2
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 3-5
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 6-8
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
Grade 9-12
First Year
Second Year
Third Year
Fourth Year
Fifth Year or More
All Students
202
7
0
0
0
209
224
224
58
59
17
16
16
16
7
7
2
2
0
0
7
223
226
27
0
483
287
316
309
302
1
1
0
1
23
8
11
16
63
50
52
56
9
35
33
23
4
4
0
4
0
1
4
1
6
6
11
216
414
653
352
347
367
359
0
0
0
0
0
1
2
2
9
13
10
12
55
50
40
43
9
25
29
27
27
.11
.18
16
10
8
11
10
372
411
342
362
369
378
376
30
0
0
0
1
10
18
10
3
4
20
45
10
22
23
40
18
60
51
49
0
18
20
21
20
0
0
0
3
2
10
11
19
10
147
197
381
386
394
399
402
399
20
0
0
0
2
3
10
9
0
10
5
5
0
64
42
20
14
19
50
18
32
40
39
38
20
9
26
20
31
28
0
0
0
10
10
8
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
24
Appendix A. ACCESS for ELLs Proficiency Level Cut Scores by Grade Level for
Overall (Composite) Score
Six English language proficiency levels are used to report ACCESS for ELLs results:
1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching. The cut score
levels (based on scale scores) used for the overall scores for each grade level are shown below:
ACCESS for ELLs Proficiency Level
Grade
K
1
2
3
4
5
6
7
8
9
10
11
12
1.0
145
162
166
174
179
185
191
197
203
208
214
220
226
2.0
237
249
261
272
283
293
302
311
319
327
333
340
346
3.0
263
277
290
303
314
324
334
342
350
357
363
368
372
Cut Scores
4.0
288
303
316
328
340
350
359
368
375
382
387
391
395
5.0
307
321
335
347
359
369
379
386
394
400
405
409
413
6.0
329
344
357
369
380
390
399
407
414
419
424
427
430
Appendix B. Alternate ACCESS for ELLs Proficiency Level Cut Scores by Domain
and Composite Score
Six English language proficiency levels are used to report Alternate ACCESS for ELLs results:
A1-Initiating, A2-Exploring, A3-Engaging, P1-Entering (equivalent to 1-Entering on the
standard ACCESS for ELLs), P2-Emerging (equivalent to 2-Emerging on the standard ACCESS
for ELLs), and P3-Developing (equivalent to 3-Developing on the standard ACCESS for ELLs).
The cut score levels (based on scale scores) used for the overall scores for each grade level are
shown below:
Domain
Listening
Reading
Speaking
Writing
Oral Composite
Literacy Composite
Comprehension Composite
Overall Composite
A1
900
900
900
900
900
900
900
900
A2
925
924
925
923
925
924
924
924
A3
932
932
930
931
931
932
932
931
P1
937
937
939
938
938
938
937
938
P2
942
942
945
947
944
945
942
944
P3
953
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
25
Appendix C. Performance Definitions for the Levels of English Language
Proficiency
At the given level of English language proficiency, English language learners will process,
understand, produce, or use:

6 - Reaching


5 - Bridging



4 - Expanding



3 - Developing



2 - Emerging



1 - Entering



specialized or technical language reflective of the content area at grade
level
a variety of sentence lengths of varying linguistic complexity in
extended oral or written discourse as required by the specified grade
level
oral or written communication in English comparable to proficient
English peers
specialized or technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in
extended oral or written discourse, including stories, essays, or reports
oral or written language approaching comparability to that of English
proficient peers when presented with grade-level material
specific and some technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral
discourse or multiple, related sentences or paragraphs
oral or written language with minimal phonological, syntactic, or
semantic errors that do not impede the overall meaning of the
communication when presented with oral or written connected
discourse with sensory, graphic, or interactive support
general and some specific language of the content areas
expanded sentences in oral interaction or written paragraphs
oral or written language with phonological, syntactic, or semantic errors
that may impede the communication, but retain much of its meaning,
when presented with oral or written, narrative, or expository
descriptions with sensory, graphic, or interactive support
general language related to the content areas
phrases or short sentences
oral or written language with phonological, syntactic, or semantic errors
that often impede the meaning of the communication when presented
with one to multiple-step commands, directions, questions, or a series of
statements with sensory, graphic, or interactive support
pictorial or graphic representation of the language of the content areas
words, phrases, or chunks of language when presented with one-step
commands, directions, WH-, choice, or yes/no questions, or statements
with sensory, graphic, or interactive support
oral language with phonological, syntactic, or semantic errors that often
impede meaning when presented with basic oral commands, direct
questions, or simple statement with sensory, graphic or interactive
support
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
26
Appendix D. Alternate ACCESS for ELLs Performance Definitions
The following describes the performance of English language learners on Alternate ACCESS for
ELLs at each grade level.
Alternate
English language learners will produce
Proficiency
(Productive):
Levels
 Specific content language, including cognates
Level P3and expressions
Developing





Level P2Emerging




Level P1Entering








Level A3Engaging





Level A2Exploring




Level A-1
Initiating


Words or expressions with multiple meanings
used across content areas
Receptive grammatical structures with
occasional variation
Sentence patterns across content areas
Short and some expanded sentences with
emerging complexity
Expanded expression of one idea or emerging
expression of multiple ideas
General content words and expressions across
content areas
Social and instructional words and expressions
across content areas
Formulaic grammatical structures
Repetitive phrasal and sentence patterns across
content areas
Phrases or short sentences
Emerging expression of ideas
General content-related words
Everyday social and instructional words and
expressions
Phrase-level grammatical structures
Phrasal patterns associated with common
social and instructional situations
Words, phrases, or chunks of language
Single words used to represent ideas
English language learners will process
(Receptive):
Note: Students may score at Level P3 in the
domain of Writing only. The domains of
Listening, Speaking, and Reading do not
include test items targeting alternate
proficiency level P3 and above; therefore,
students taking the Alternate ACCESS cannot
score at English language proficiency Level
P3 in those domains.












Familiar words associated with daily routine
Representations of sounds, words, or ideas
with drawing symbols, letters, or numbers
Routinely practiced patterns associated with
common social and instructional situations
Oral approximations of words or phrases
Symbols or letters to represent ideas


Different sounds and gestures to communicate
Markings or symbols to communicate (e.g.,
with writing utensil or assistive device)
Approximations of routinely practiced words
Varied tone and inflection to convey needs,
desires, or moods (to convey adherence to
social norms)
Imitations of sounds
Varied body movements to communicate
(e.g., eye gaze, grasp writing utensil)







General content words and expressions,
including cognates
Social and instructional words and
expressions across content areas
Compound grammatical constructions
Repetitive phrasal and sentence patterns
across content areas
Multiple related simple statements
An idea with details
General content-related words
Social and instructional words and
expressions
Simple grammatical constructions
Common social and instructional forms
and patterns
Single statements or questions
An idea within words, phrases, or chunks
of language
Symbols, letters and/or numbers
Spoken social and instructional words
and familiar expressions
Routinely practiced social and
instructional forms and patterns
Familiar statements or questions
associated with daily routine
An idea within visual representations or
familiar language
Routinely practiced oral cues
Familiar visual representations
associated with daily routines
environmental symbols and shapes
Spoken words associated with familiar
people, daily routing, and/or environment
Familiar voices and communicative sounds
Change in expression (e.g.’ facial, body,
vocal)
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
27
Appendix E. Features of the ACCESS for ELLs Tests
Test Feature
Students tested in
grade-level clusters
Description
Grades K; 1-2; 3-5; 6-8; 9-12
Tests administered in “tiers”
Depending on English proficiency level, the student takes
a grade-cluster test at either:



Scores reported as a Proficiency
Level
Scores reported as a Scale Score
Tier A (low English language proficiency)
Tier B (intermediate English language proficiency)
Tier C (high English language proficiency)
Proficiency Level 1–Level 6
1-Entering, 2-Beginning,
3-Developing, 4-Expanding,
5-Bridging, 6-Reaching
Also reported as a whole number and decimal to denote
placement within each level; e.g., 3.4
Score Range: 100–600
Scores reported to Parent/Guardians,
Schools, and Districts
Proficiency levels in:
 Each Domain: Reading, Writing, Listening, and
Speaking
 Four Composite Areas:
 Oral Language (Listening 50% and Speaking
50%)
 Literacy (Reading 50% and Writing 50%)
 Comprehension (Listening 30% and Reading
70%)
 Overall (15% Listening, 15% Speaking, 35%
Reading, and 35% Writing)
Standards Assessed by the Test
WIDA English Language Development Standards:
 Social and Instructional Language
 Language of English Language Arts
 Language of Mathematics
 Language of Science
 Language of Social Studies
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
28
Appendix F. Number and Percentage of Enrolled ELL Students by
Highest-incidence First (Native) Languages
First Languagea
1.
Spanish
2.
Portuguese
3.
Haitian Creole
Chineseb
4
5.
Cape Verdean
6.
Vietnamese
7.
Arabic
8.
Khmer/Khmai
9.
Russian
10. Nepali
11. Somali
12. French
13. Twi
14. Korean
15. Albanian
16. English
17. Japanese
18. Swahili
19. Urdu
20. Hindi
Number
40,889
5,412
4,013
3,892
3,392
2,591
2,453
1,989
1,019
682
650
558
499
477
440
432
374
351
336
283
Percent
53.4
7.1
5.2
3.2
4.4
3.4
3.2
2.6
1.3
0.9
0.8
0.7
0.7
0.6
0.6
0.6
0.5
0.5
0.4
0.4
a Data
of the 20 highest-incidence first language
groups were based on March 2014 SIMS data.
b The Chinese language group includes the students
whose first language was reported in SIMS as
Chinese, Cantonese, Mandarin, Fukien, or Taiwanese.
2014 ACCESS for ELLs Statewide Results: MASSACHUSETTS (UPDATED: December 2015)
29