2016 Statewide Results
December 2016
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
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© 2016 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 3
II. Summary of the 2016 Statewide ACCESS for ELLs Results 5
Student Participation 5
Student Performance 5
Composite Scores 7
Performance on the Alternate ACCESS for ELLs 2.0 9
Alternate ACCESS for ELLs Composite Scores 11
Progress Toward English Proficiency: Annual “Growth-to-Proficiency” Targets 13
III. Performance of ELL Students from the State’s Twenty Highest Incidence First-Language Groups 15
Appendix A. ACCESS for ELLs Proficiency Level Cut Scores by Grade Level for Overall (Composite) Score 24
Appendix B. Alternate ACCESS for ELLs Proficiency Level Cut Scores by Domain and Composite Score 24
Appendix C. Performance Definitions for the Levels of English Language Proficiency 25
Appendix D. Alternate ACCESS for ELLs Performance Definitions 27
Appendix E. Features of the ACCESS for ELLs Tests 28
Executive Summary
Major Findings
2016 was the fourth year that Massachusetts administered the ACCESS for ELLs tests, which are based on the WIDA English Language Development Standards. Massachusetts joined the WIDA consortium in 2012. In 2015-2016, a Next-Generation ACCESS for ELLs 2.0 test was introduced. Schools were given the choice to administer ACCESS for ELLs 2.0 as a computer-based test, a paper-based test, or a combination of both. Prior to this year, the test had only been available as a paper-and-pencil assessment.
In 2016, 83,729 ELL students in Massachusetts who were enrolled in grades K–12 participated in all four sections of the ACCESS tests, including 1,322 students who participated in Alternate ACCESS for ELLs, the alternate assessment for English proficiency. The overall participation rate was 98 percent, the same percentage as 2014 and 2015. In 2016, 33,762 students (about 40 percent) participated in a computer-based (online) ACCESS for ELLs test, while 50,260 students (60 percent) participated in a paper-based test.
Overall Achievement
Figure 1 provides a comparison of the percentages of students at each proficiency level by grade on the 2015 and 2016 ACCESS for ELLs tests. The percentage of students who performed at the highest levels (Level 5 and Level 6) on the ACCESS tests in 2016 increased from 2015 for all grades except grade 8, which remained the same. The grades 3 and 4 proficiency levels showed the highest percentage increase of 13 points.
The combined percentage of students attaining Level 5 and Level 6 varied by grade level, ranging from 6 percent in kindergarten to 55 percent in grade 3. The percentage of students who attained Level 1 and Level 2 decreased the most in grade 11 (6 percentage points), followed by grade 2 (5 percentage points), compared with results in 2015.
Figure 1. Percentage of Students at Each Performance Level on the 2015 and 2016 ACCESS for ELLs 2.0 (Grades K-6 and 7-12)
I. Background
This report summarizes the results of more than 83,000 ELL students in Massachusetts who participated in the 2016 Assessing Comprehension and Communication in English State-to-State for English Language Learners 2.0 (ACCESS for ELLs 2.0) tests, which are intended to measure the English language proficiency of English language learner (ELL) students. The 2016 ACCESS for ELLs tests have been administered to Massachusetts students since 2012.
ACCESS for ELLs 2.0 tests measure how well ELL students have achieved the English Language Development (ELD) Standards developed by the WIDA consortium. Massachusetts adopted the WIDA standards because they measure academic literacy in four subjects, plus social and instructional language; and because they are also 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 as follows:
Format / Grade-Level Cluster TestsOnline / 1, 2-3, 4-5, 6-8, 9-12
Paper / K, 1, 2, 3, 4-5, 6-8, 9-12
For paper-based testing, within each grade or grade cluster, students take either Tier A, B, or C (in grades 1-12), depending on their level of English language proficiency. For computer-based testing, the Listening and Reading tests are adaptive and students are directed to questions of equal, lesser, or greater difficulty depending on how they responded to previous questions. Based on Listening and Reading responses, the students are routed automatically to the appropriate tier Speaking and Writing test.
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., Level 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. Proficiency is reported in one of six English language proficiency levels: 1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5-Bridging, and 6-Reaching (see Appendix C).
Assessment subscores were also reported using the same scale scores and proficiency levels in the four domains of listening, speaking, reading, and writing; and in the composite scores shown below:
· Overall composite score combining the four domain scores in the following weights (Listening 15%, Speaking 15%, Reading 35%, Writing 35%);
· Oral Language composite score, combining equally weighted scale scores from Listening (50%) and Speaking (50%);
· Literacy composite score, combining equally weighted scale scores from Reading (50%) and Writing (50%);
· Comprehension composite score, combining scale scores for Listening (30%) and Reading (70%).
Reclassification of ELL students
Based on 2016 results, the Department recommended 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 standards-based classroom work in English:
· Overall (Composite) score of 5.0 or higher, and a 5.0 or higher in all four subdomains
The use of other relevant data is also recommended before exiting a student from ELL status, including:
· observations and the judgment of teachers;
· student’s classroom work;
· MCAS, PARCC, and locally-administered diagnostic test results.
Standard Setting on ACCESS 2.0 Tests
In summer 2016, WIDA, supported by their partner, The Center for Applied Linguistics, conducted a “standard setting” study during which new “cut scores” were determined that define the lower and upper limits of each proficiency level on the new ACCESS 2.0 tests. Prior to the release of the 2015-2016 ACCESS results, the WIDA Technical Advisory Committee and the WIDA Executive Committee had recommended that the 2016 results be reported using the current (i.e., ACCESS 1.0) cut scores in order not to delay the reporting of ACCESS results until late fall 2016. As a result, the 2016 ACCESS 2.0 results were calculated using cut scores from the previous version of the ACCESS tests.
Recently, WIDA released its recommendations for new cut scores for 2016-2017 and beyond, which have now been adopted by WIDA member states, and will be used beginning in 2016-2017. The full WIDA Standard Setting Report will be available at wida.us. Data from the standard setting report indicated that, on average, the 2015-2016 results were reported about one-half to one full proficiency level higher than would have been reported if the new cut scores had been used, resulting in somewhat inflated proficiency levels for many students.
Alternate ACCESS for ELLs
The Alternate ACCESS for ELLs was administered in Massachusetts to ELL students with significant cognitive disabilities. The Alternate ACCESS is given to students in grades 1–12 whose disabilities prevent their meaningful participation in the ACCESS for ELLs general assessment, and is recommended for students who participate in the state’s academic alternate assessment, the MCAS-Alt. It is administered individually by trained and qualified educators 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 P3-P2-P1-A3-A2-A1; see Appendix C for descriptors), and on a numerical scale from 900 to 960. In 2016, 1,322 Massachusetts students in grades 1-12 participated in the Alternate ACCESS for ELLs test during the five-week January–February 2016 testing window.
II. Summary of the 2016 Statewide ACCESS for ELLs Results
Student Participation
Participation in the 2016 ACCESS for ELLs 2.0 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 2016 ACCESS for ELLs 2.0 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 some students.
Table 1. Participation of ELL Students in 2016 ACCESS for ELLs 2.0by Grade Cluster and Years of Enrollment in Massachusetts
Grade Cluster/ Years of Enrollment / Grade
K / Grades
1-2 / Grades
3-5 / Grades
6–8 / Grades
9–12 / Total
# / % / # / % / # / % / # / % / # / % / # / %
First Year / 9,185 / 99 / 1,850 / 99 / 1,994 / 99 / 1,795 / 100 / 2,629 / 99 / 17,469 / 99
second Year / 389 / 99 / 8,074 / 100 / 1,843 / 100 / 1,687 / 99 / 2,875 / 98 / 14,868 / 99
Third Year / 55 / 96 / 6,738 / 99 / 1,546 / 99 / 1,231 / 99 / 1,968 / 98 / 11,538 / 99
Fourth Year / 0 / 0 / 3,766 / 100 / 7,471 / 99 / 1,281 / 99 / 1,881 / 96 / 14,399 / 99
Fifth Year or More / 0 / 0 / 9 / 100 / 8,715 / 99 / 7,304 / 97 / 5,338 / 90 / 21,367 / 96
All Students / 10,201 / 99 / 21,118 / 100 / 22,411 / 99 / 14,063 / 98 / 15,936 / 95 / 83,729 / 98
In 2016, grade clusters 1–2 had the highest participation rate at 100 percent, and grade cluster 9–12 had the lowest participation rate at 95 percent. As in the past years, the participation rate by years of enrollment in grade clusters 6–8 and 9–12 apparently declined the longer students received language services. This was particularly evident in grade cluster 9–12, where 99 percent in their first year of enrollment participated compared to 90 percent in their fifth year or more year of enrollment.
Student Performance
Results for the 2016 ACCESS 2.0 for ELLs 2.0 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
Table 2. Performance of ELL Students in 2016 ACCESS for ELLs 2.0by Years of Enrollment in Massachusetts:
Kindergarten
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
First Year / 9,185 / 227 / 54 / 18 / 14 / 9 / 5 / 0
Second Year / 389 / 243 / 42 / 20 / 19 / 10 / 9 / 1
Third Year / 55 / 224 / 55 / 18 / 18 / 5 / 4 / 0
Fourth Year / - / - / - / - / - / - / - / -
Fifth Year or More / - / - / - / - / - / - / - / -
All Students / 10,201 / 224 / 55 / 17 / 14 / 8 / 5 / 1
Grade Cluster 1–2
Table 3. Performance of ELL Students in 2016 ACCESS for ELLs 2.0
by Years of Enrollment in Massachusetts:
Grade Cluster 1–2
Level 1 / Level 2 / Level 3 / Level 4 / Level 5 / Level 6
First Year / 1,869 / 291 / 15 / 31 / 31 / 16 / 5 / 2
Second Year / 8,092 / 299 / 3 / 17 / 45 / 25 / 8 / 2
Third Year / 6,741 / 324 / 2 / 8 / 33 / 36 / 17 / 4
Fourth Year / 3,771 / 336 / 3 / 6 / 32 / 39 / 17 / 3
Fifth Year or More / - / - / - / - / - / - / - / -
All Students / 21,147 / 311 / 5 / 14 / 37 / 30 / 12 / 3
Grade Cluster 3–5
4. Performance of ELL Students in 2016 ACCESS for ELLs 2.0
by Years of Enrollment in Massachusetts:
Grade Cluster 3–5
Level 1 / Level 2 / Level 3 / Level 4 / Level 5 / Level 6
First Year / 1,996 / 332 / 12 / 24 / 24 / 18 / 13 / 9
Second Year / 1,845 / 353 / 3 / 13 / 21 / 25 / 24 / 13
Third Year / 1,548 / 360 / 2 / 5 / 16 / 29 / 33 / 15
Fourth Year / 7,482 / 362 / 1 / 2 / 9 / 27 / 41 / 20
Fifth Year or More / 8,726 / 376 / 1 / 2 / 10 / 32 / 40 / 15
All Students / 22,439 / 362 / 4 / 6 / 12 / 27 / 35 / 16
Grade Cluster 6–8
Table 5. Performance of ELL Students in 2016 ACCESS for ELLs 2.0
by Years of Enrollment in Massachusetts:
Grade Cluster 6-8
Level 1 / Level 2 / Level 3 / Level 4 / Level 5 / Level 6
First Year / 1,796 / 351 / 19 / 28 / 22 / 18 / 9 / 5
Second Year / 1,691 / 361 / 8 / 22 / 31 / 23 / 13 / 3
Third Year / 1,233 / 373 / 3 / 13 / 30 / 33 / 17 / 4
Fourth Year / 1,283 / 385 / 3 / 9 / 29 / 36 / 21 / 3
Fifth Year or More / 7,331 / 389 / 2 / 7 / 26 / 41 / 21 / 2
All Students / 14,099 / 376 / 8 / 13 / 26 / 33 / 17 / 3
Grade Cluster 9–12