Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities

Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with DisabilitiesDina Bassiri Jeff Allen A pr il 2012ACT Research Report Series2012 (1) *050201120* Rev 1 For additional copies, write: ACT Research Report Series P.O. Box 168 Iowa City, IA 52243-0168© 2012 by ACT, Inc. All rights reserved. Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities Dina Bassiri Jeff Allen ii Table of Contents Table of Contents .......................................................................................................................... ii Abstract ......................................................................................................................................... iv Introduction ................................................................................................................................... 1 NCLB, AYP, and Student Subgroups .................................................................................. 1 Population of English Language Learner and Students with Disabilities .......................... 2 Achievement and AYP Challenges for English Language Learner and Students with Disabilities .......................................................................................................................... 4 The Need for Measuring Student Growth ........................................................................... 5 Methodology .................................................................................................................................. 7 Subgroup Definitions .......................................................................................................... 7 Predicted Test Scores .......................................................................................................... 9 Results .......................................................................................................................................... 11 Achievement Differences ................................................................................................... 13 Hierarchical Modeling Results ......................................................................................... 14 Growth Differences ........................................................................................................... 15 Discussion..................................................................................................................................... 24 Limitations ........................................................................................................................ 26 References .................................................................................................................................... 29 Appendix ...................................................................................................................................... 33 iii iv Abstract Under the current version of the Elementary and Secondary Education Act (ESEA), public schools must show consistent improvement in achievement for all students including English language learners (ELL) and students with disabilities. The assessment of ELL students and students with disabilities can present unique challenges to schools that must make adequate yearly progress (AYP) toward high proficiency rates. Alternatives to accountability systems based on AYP often seek to employ measures of academic growth. This study used the longitudinal data of 2011 high school graduates who took EXPLORE, PLAN, and the ACT in grades 8, 10, and 11/12, respectively, to examine growth differences for ELL students and students with disabilities. ELL students experienced less-than-expected growth in English and reading, but above-average growth in mathematics. Students with disabilities experienced less-than-expected growth in all four subject areas. Most of the growth differences, while statistically significant, were small in magnitude. v Grade 8 to 12 Academic Growth Patterns for English Language Learners and Students with Disabilities Introduction English language learner (ELL1) students are the fastest growing U.S. educational subgroup in size and diversity. Thus, accelerating their learning and ensuring their fair and valid assessment of academic progress is imperative (Francis, Rivera, Lesaux, Kieffer & Rivera, 2006). Similarly, it is critical that assessments for students with disabilities are valid and reliable, and permit stakeholders to measure progress. In this study, we examine growth patterns, based on college readiness assessments, from grade 8 to grade 12 for these two important subgroups. NCLB, AYP, and Student Subgroups Under the current accountability framework of No Child Left Beh