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 K6 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 712 100% 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 0100. 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 100600 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 A1P3 ― 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 K12 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