Oregon's Use of the Ever English Learner Category for Reporting, Accountability, and Research

• In Event: 64.081 - Reenvisioning English Learner Research Using State and District Data

Abstract

Objectives

Understanding outcomes for English learners (EL) is complicated by the fact that once students develop English proficiency and exit EL services, their outcomes are no longer reported as part of the EL subgroup. We analyze the constraints and affordances of an approach Oregon has developed to understand outcomes for the full group of current and former English learners through the use of a category called Ever English Learners. We describe the way this category has been implemented by the Oregon Department of Education, the contexts in which it is being used, and the insights it has generated.

Framework

Researchers have long pointed out problems with the revolving door nature of the English learner category and called on policymakers to analyze outcomes for the full group of current and former ELs through use of an Ever EL framework (Hopkins, Linquanti, Thompson, Hakuta, & August, 2013; Saunders & Marcelletti, 2013; Working Group on ELL Policy, 2010). Working together as participants in a research-practice partnership, we have implemented this framework in a variety of reporting, accountability, and research contexts.

Methods

We use descriptive statistics, including tabulations, averages, and discrete-time survival analysis to compare a variety of achievement outcomes for four groups: 1) current ELs; 2) former ELs; 3) the combined group of current and former ELs (Ever ELs); and 4) students never classified as ELs (Never ELs).

Data

We draw on a statewide, longitudinal, student-level dataset that includes demographic, assessment, special education, and graduation data for all students enrolled in Oregon public K-12 schools.

Results

As students exit the EL category, the proportion of former ELs increases at higher grade levels, while the proportion of current ELs decreases. Therefore, outcomes for the full group of Ever ELs at the secondary level are quite different than outcomes for current ELs. For example, 2015-16 four-year graduation rates for current ELs are much lower than graduation rates for students never classified as ELs (53% vs. 76%). However, graduation rates for the full group of Ever ELs are similar to graduation rates for students never classified as ELs (72% vs 76%). This difference is driven by the fact that former ELs graduate at rates slightly higher than never ELs (78% vs. 76%). In addition to graduation outcomes, we present findings demonstrating how assessment, 9th-grade on-track results, and special education identification rates differ for current ELs compared to results for the full Ever EL group.

Oregon now uses Ever EL metrics (assessment growth, graduation, and postsecondary enrollment) combined with metrics focused specifically on current EL progress (English language proficiency growth) to identify districts in need of technical assistance under state accountability legislation. We demonstrate how different districts would be identified as in need of assistance if only metrics for current ELs were used.

Significance

As education agencies seek to effectively use data to inform decision-making, monitor progress, and identify areas for improvement, the Ever EL category represents an advance in understanding how well schools and districts are meeting the needs of students who enter school as ELs.

Authors

• Karen D. Thompson, Oregon State University

• Josh Rew, Oregon Department of Education

• Ilana Marice Umansky, University of Oregon