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California Department of Education
Executive Office
SBE-002(REV.01/2011) / memo-dsib-adad-jun14item01
memorandum
Date: / May 23, 2014
TO: / MEMBERS, State Board of Education
FROM: / TOM TORLAKSON, State Superintendent of Public Instruction
SUBJECT: / California English Language Development Test: Preliminary Annual Assessment Results for 2013–14.

Summary of Key Issues

The California English Language Development Test(CELDT) annual assessment (AA)data were collected during the AA window from July 1, 2013 through October 31, 2013.The summaries presented in this item are based on the 2013–14 CELDT AAresults provided to the California Department of Education (CDE) by the CELDT contractor, Educational Data Systems.

The CELDT assesses the English language proficiency of students in kindergarten through grade twelve. Prior to 2009–10, students in kindergarten through grade one (K–1) were assessed only in the domains of listening and speaking. Beginning in 2009–10, K–1 students were also assessed in the domains of reading and writing.The CELDT results for students assessed during the AA window are used to calculate the Annual Measurable Achievement Objectives (AMAOs) 1 and 2 required by Title III of the Elementary and Secondary Education Act.AMAO 1 measures annual progress in learning English for students who have previously taken the CELDT. AMAO 2 is the percentage of English learners (ELs) attaining the English proficient level on the CELDT.

The state, county, district, and school level AA summary results for 2013–14will beposted on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

Assessment oflanguage proficiency using an objective assessment, including but not limited to the CELDT, is one of four criteria in state law per California Education Code Section 313(f)(1)to be used by schools in determining whether or not an EL should be reclassified as fluent English proficient. Other criteria include an evaluation of performance in basic skills compared with English proficient pupils of the same age, teacher evaluation, and parent opinion and consultation. Each local educational agency (LEA) establishes its own local reclassification procedures, including, but not limited to, these four criteria.

2013–14Annual Assessment Summary Results

In 2013–14, 1,150,596 identified ELs took the AA CELDT. This represents a 3.0 percent decrease in the number testedcompared to the 2012–13 school year.Prior to 2009–10, students in K–1 were assessed only in the domains of listening and speaking. Beginning in 2009–10, K–1 students were also assessed in the domains of reading and writing.

Attachment 1 contains six tables with AA results for the 2013–14 CELDT. The following represents highlights of the results:

Table 1 presents the number of ELstested during the CELDT AA window by grade span from 2006–07 to 2013–14.

  • The number of ELs taking an AA decreased by three percent from 1,186,955 in 2012–13 to 1,150,596in 2013–14.
  • Since 2007–08 there has been a steady decrease in ELs taking the CELDT as an AA each year.

Table 2shows the percentage of ELs by overall CELDT performance level by grade span for 2013–14.

  • Grades three through five represent the largest number of ELs taking theAA, nearly one-third (33.0 percent).
  • The greatest percentage of students performing at the early advanced and advanced levelswas in grades six through twelve.
  • The greatest percentage of students performing at the intermediate level was in kindergarten through grade five.

Table 3 illustrates thepercentage of ELs tested for CELDT AA by overall performance levels from 2006–07 to 2013–14.

  • The overall AA results for 2013–14 show that 41.3 percent (32.0 percent early advanced and 9.3 percent advanced) of ELs scored at the early advanced and advanced performance levels.
  • Between 2006–07 and 2013–14, the percentage of ELs scoring at the early advanced or advanced performance levels increased 9 percentage points from 32.3 percent in 2006–07 to 41.3 percent.
  • Between 2006–07 and 2013–14, the percentage of ELs scoring at the beginning and early intermediate levels decreased 6.9 percentage points from 28.4 percent in 2006–07 to 21.5 percent

Table 4 displays thepercentage of ELs by overall CELDT performance level by years in a U.S. school for 2013–14.

  • Over half (52.1 percent) of ELs who have been enrolled in U.S. schools more than five years performed at the early advanced and advanced levels.

Table 5 presents thepercentage of ELs who met the CELDT criterion for possible reclassification by grade span from 2006–07 to 2013–14.

  • Between 2006–07 and 2013–14, the percentage of ELs meeting CELDT criterion for reclassification has increased 9.5 percentage points.
  • Results of the 2013–14 CELDT show that 38.6 percent of ELs met the CELDT criterion for possible reclassification in 2013–14.
  • Grades six through eight had the largest percentage (45.8 percent) of students meeting the CELDT criterion.

Table 6 depicts thepercentage of ELs who met CELDT criterion for possible reclassification and percentage of ELs reclassified as fluent English proficient.

  • From 2012–13 to 2013–14, the percentage of ELs who met the CELDT criterion for possible reclassification increasedslightlyfrom 38.0percent to 38.6 percent.
  • Reclassification rates for 2013–14 are not yet available.

Attachment(s)

Attachment 1:California English Language Development Test 2013–14 Annual Assessment Results (5 pages)

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California English Language Development Test 2013–14 Annual Assessment Results

Table 1. Number of English Learners (ELs) Tested During the CELDT Annual Assessment (AA) Window

by Grade Span

Grade Span / 2006–07* / 2007–08 / 2008–09 / 2009–10 / 2010–11 / 2011–12 / 2012–13 / 2013–14 / Change in Number (percent) Tested from Prior Year**
K–2*** / 335,139 / 356,778 / 361,366 / 354,084 / 350,901 / 355,111 / 356,980 / 352,831 / -1%
3–5 / 422,176 / 417,002 / 413,917 / 411,281 / 409,802 / 405,723 / 387,029 / 379,366 / -2%
6–8 / 285,609 / 289,507 / 280,159 / 258,155 / 239,688 / 231,319 / 219,173 / 210,993 / -4%
9–12 / 268,188 / 271,499 / 277,675 / 268,611 / 253,192 / 244,235 / 223,773 / 207,406 / -7%
All Grades / 1,311,112 / 1,334,786 / 1,333,117 / 1,292,131 / 1,253,583 / 1,236,388 / 1,186,955 / 1,150,596 / -3%

* Beginning in 2006–07, CELDT results are reported on a new common scale. Prior to 2009–10, the calculation of the CELDT Criterion for kindergarten and grade one (K–1) only includes listening and speaking scale scores.

** Compares 2012–13 CELDT results to 2013–14 CELDT results.

*** For K–2, 2013–14 results cannot be compared with results prior to 2009–10 but can be compared with results from 2009–10 to 2012–13. K–2 results for 2006–07 can only be compared to 2007–08 and 2008–09.
Table 2. Percentage of ELs by Overall CELDT Performance Level by Grade Span, 2013–14*

Grade Span / Beginning / Early Intermediate / Intermediate / Early Advanced / Advanced / Total
Number / Total
Percent
K–2 / 8.7% / 18.3% / 38.8% / 27.2% / 7.1% / 352,831 / 30.7%
3–5 / 7.4% / 12.8% / 39.9% / 30.3% / 9.6% / 379,366 / 33.0%
6–8 / 6.9% / 10.0% / 34.6% / 37.7% / 10.9% / 210,993 / 18.3%
9–12 / 8.0% / 11.1% / 32.6% / 37.5% / 10.7% / 207,406 / 18.0%
All Grades / 1,150,596 / 100.0%
Overall
Performance
Level / 2006–07* / 2007–08 / 2008–09 / 2009–10** / 2010–11 / 2011–12 / 2012–13 / 2013–14 / Change From
Previous Year / Change From
2006–07
Beginning / 10.4 / 8.9 / 8.1 / 7.4 / 8.0 / 6.3 / 7.0 / 7.8 / 0.8 / -2.6
Early
Intermediate / 18.0 / 16.6 / 15.4 / 14.7 / 15.3 / 13.6 / 14.5 / 13.7 / -0.8 / -4.3
Intermediate / 39.4 / 38.6 / 37.3 / 38.1 / 39.3 / 37.8 / 37.5 / 37.3 / -0.2 / -2.1
Early
Advanced / 25.3 / 28.2 / 29.7 / 30.7 / 29.4 / 33.2 / 31.6 / 32.0 / 0.4 / 6.7
Advanced / 7.0 / 7.6 / 9.5 / 9.1 / 8.0 / 9.0 / 9.4 / 9.3 / -0.1 / 2.3

Table 3: Percentage of English Learners Tested for CELDT Annual Assessment by Overall Performance Level

* Beginning in 2006–07, CELDT results are reported on a new common scale.

** Prior to 2009–10, the calculation of the overall performance level for kindergarten and grade one (K–1) only includes listening and speaking scale scores.

Table 4. Percentage of ELs by Overall CELDT Performance Level by Years in U.S. School, 2013–14*

Years Since First Enrollment in U.S. School / Beginning / Early Intermediate / Intermediate / Early Advanced or Advanced / Total
Number / Total
Percent
0 / 11.6% / 17.4% / 36.6% / 34.4% / 13,848 / 1.2%
1 / 8.0% / 19.0% / 38.7% / 34.3% / 183,236 / 16.2%
2 / 8.3% / 17.4% / 41.4% / 32.9% / 183,608 / 14.1%
3 / 6.7% / 12.2% / 41.6% / 39.5% / 160,413 / 11.5%
4 / 5.1% / 9.0% / 35.9% / 50.1% / 129,919 / 9.3%
5 / 5.7% / 10.0% / 39.2% / 45.1% / 105,662 / 7.0%
> 5 / 5.6% / 9.2% / 33.2% / 52.1% / 371,439 / 25.8%
Total / 1,148,125** / 100.0%

* All results shown are AA results for 2013–14.

**The total number is less than the total number in table 2 due to 2,471 records that did not have information on the number of years the student was enrolled in a U.S. school.

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Table 5: Percentage of English Learners Who Met CELDT
Criterion for Possible Reclassification by Grade Span

Grade Span / 2006–07 / 2007–08 / 2008–09 / 2009–10* / 2010–11 / 2011–12 / 2012–2013 / 2013–2014 / Change From Previous Year / Change From 2006–07
K–2 / 20.0 / 23.6 / 26.6 / 28.0 / 27.6 / 29.6 / 31.0 / 31.4 / 0.4 / --**
3–5 / 27.3 / 31.5 / 35.9 / 34.9 / 33.0 / 39.9 / 36.9 / 38.1 / 1.2 / 10.8
6–8 / 37.4 / 42.4 / 44.8 / 47.0 / 45.2 / 48.3 / 44.4 / 45.8 / 1.4 / 8.4
9–12 / 34.3 / 36.8 / 40.4 / 41.0 / 36.2 / 42.7 / 45.1 / 44.5 / -0.6 / 10.2
All Grades*** / 29.1 / 32.8 / 36.2 / 36.7 / 34.5 / 39.1 / 38.0 / 38.6 / 0.6 / 9.5

* Prior to 2009–10, the calculation of the CELDT Criterion for kindergarten and grade one (K–1) only includes listening and speaking scale scores.

** For K–2, 2013–14 results cannot be compared with results prior to 2009–10 but can be compared with results from 2009–10 to 2012–13. Changes from 2006–07 for K–2 only can be compared to 2007–08 and 2008–09due to the addition of reading and writing tests in 2009–10.

*** Weighted average across the grade spans within the school year.

The percentage of English Learners reclassified that is reported by LEAs through CALPADS will be available on the CDE DataQuest Web page in summer 2014.

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Table 6. Percentage of ELs Who Met the CELDT Criterion for Possible Reclassification and Percentage of ELs Reclassified as Fluent English Proficient

School Year / Percentage of ELs who met the CELDT Criterion for Possible Reclassification* / Percentage of ELs Reclassified as Fluent English Proficient (RFEP) as Reported by the Language Census (R–30)**
2013–14 / 38.6 / Not Yet Available
2012–13 / 38.0 / 12.2
2011–12 / 39.1 / 16.3
2010–11 / 34.5 / 11.4
2009–10 / 36.7 / 11.6
2008–09 / 36.2 / 10.9
2007–08 / 32.8 / 9.6
2006–07 / 29.1 / 9.2
2005–06 / 44.0 / 9.6
2004–05 / 44.0 / 9.0
2003–04 / 40.0 / 8.3
2002–03 / 32.0 / 7.7

* California Education Code (EC)Section 313 (f) 1–4 states that multiple criteria must be used to determine whether to reclassify a pupil as proficient in English, including, but not limited to, all of the following:

  1. Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test pursuant to EC Section 60810 (i.e., the CELDT).
  1. Teacher evaluation, including, but not limited to, a review of the pupil’s curriculum mastery.
  1. Parental opinion and consultation.
  1. Comparison of the pupil’s performance in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age that demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

** The percentage for ELs reclassified as fluent English proficient (RFEP) is calculated by dividing the number of reclassified students by the prior year's EL count then multiplying by 100.

The percentage of RFEP students is reported by districts through CALPADS Spring 1 and the Language Census, and will be available in summer 2014 on the California Department of Education DataQuest Web site at http:dq.cde.ca.gov/dataquest/.

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