State Schools Chief Tom Torlakson Notes Gains Among English
Learners Taking California English Language Development Test
SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today released the results of the 2011–12 California English Language Development Test (CELDT) that show gains among English learners, with an increasing percentage becoming proficient in their new language.
"We want every English learner to become proficient while making progress in all academic subjects," Torlakson said. "These results show our students are making important strides toward English language fluency, which will help them tremendously as they work toward their educational goals."
The CELDT assesses the English-language proficiency of students in kindergarten through grade twelve. The results are used to calculate Annual Measurable Achievement Objectives (AMAOs) for federal accountability requirements.
The overall annual assessment results for 2011–12 show that more than 42 percent of the 1,236,388 English learners who took the CELDT in California’s public schools scored at the early advanced (33.2 percent) and advanced (9 percent) performance levels (see Table 1).
Between 2006–07 and 2011–12, the percentage of English learners scoring at the early advanced or advanced performance levels increased more than 9 percentage points (see Table 1).
To satisfy the CELDT criterion for English-language proficiency, a student in grade two through twelve must have an overall performance level of early advanced or advanced, with no score below intermediate level for each of the domains tested, i.e., listening, speaking, reading, and writing. (For K–1, the domains of reading and writing do not have to be at the intermediate level.)
This CELDT criterion is used for AMAO 2, the percentage of English learners attaining English proficiency on the CELDT, for federal accountability under Title III of the Elementary and Secondary Education Act.
The CELDT is one of four criteria in state law to be used by schools in determining whether or not an English learner should be reclassified as fluent English proficient. Other criteria include comparison of performance in basic skills (e.g., those assessments included as part of the Standardized Testing and Reporting Program), teacher evaluation, and input from parents. Each school district establishes its own local reclassification procedures using these criteria.
Results of the 2011–12 CELDT show that 39.1 percent1 of English learners met the CELDT criterion for possible reclassification with the greatest percentage in grades six to eight (see Table 2).
For more information on the CELDT, please see the 2011-12 CELDT Information Guide on the CDE Web page at Resources - California English Language Development Test (CELDT).
School, district, county, and state results of the 2011–12 CELDT Annual Assessment are available on the CDE Web page atCELDT Reports.
Attachments
Table 1: Percentage of English Learners Tested for CELDT
Annual Assessment by Overall Performance Level
Overall Performance Level | 2006–07* | 2007–08 | 2008–09 | 2009–10** | 2010–11 | 2011–12 | Change From Previous Year | Change From 2006–07 |
|---|---|---|---|---|---|---|---|---|
Beginning | 10.4 | 8.9 | 8.1 | 7.4 | 8.0 | 6.3 | -1.7 | -4.1 |
Early Intermediate | 18.0 | 16.6 | 15.4 | 14.7 | 15.3 | 13.6 | -1.7 | -4.4 |
Intermediate | 39.4 | 38.6 | 37.3 | 38.1 | 39.3 | 37.8 | -1.5 | -1.6 |
Early Advanced | 25.3 | 28.2 | 29.7 | 30.7 | 29.4 | 33.2 | 3.8 | 7.9 |
Advanced | 7.0 | 7.6 | 9.5 | 9.1 | 8.0 | 9.0 | 1.0 | 2.0 |
* 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.
Table 2: 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 | Change From Previous Year | Change From 2006–07 |
|---|---|---|---|---|---|---|---|---|
K–2 | 20.0 | 23.6 | 26.6 | 28.0 | 27.6 | 29.6 | 2.0 | --** |
3–5 | 27.3 | 31.5 | 35.9 | 34.9 | 33.0 | 39.9 | 6.9 | 12.6 |
6–8 | 37.4 | 42.4 | 44.8 | 47.0 | 45.2 | 48.3 | 3.1 | 10.9 |
9–12 | 34.3 | 36.8 | 40.4 | 41.0 | 36.2 | 42.7 | 6.5 | 8.4 |
All Grades*** | 29.1 | 32.8 | 36.2 | 36.7 | 34.5 | 39.1 | 4.6 | 10.0 |
* 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, 2011–12 results cannot be compared with results prior to 2009–10 but can be compared with results from 2009–10 and 2010–11. Changes from 2006–07 for K–2 only can be compared to 2007–08 and 2008–09.
*** Weighted average across the grade spans within the school year.
The percentage of English Learners Reclassified that is reported by districts through CALPADS and the Language Census R–30 will be available on the CDE DataQuest Web page by this summer.
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Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100