Annual English Learner Evaluation Report

Fresno Unified School District Santiago V. Wood, Ed.D., Superintendent Annual English Learner Evaluation Report 2002-2003 Paul A. Garcia, Ed.D. Approved Report from Research, Evaluation and Assessment Paul A. Garcia, Ed.D. Administrative Analyst Terry Simerly Assistant Superintendent Fresno, California November, 2003

EXECUTIVE SUMMARY The purpose of this evaluation report is to provide evidence of program effectiveness for English Learners. This report attempts to increase understanding about the educational experiences of English Learners as a diverse population with unique language, socio-cultural, and educational experiences. Evaluation results are presented in the context of the three major goals outlined in the Fresno Unified School District Master Plan for English Learners, 2003. A large percentage of English Learners were born in the United States. Only about 21% of English Learners reported a country of origin outside the United States. A majority of English Learner immigrant students were from Mexico (65%) or Thailand (21%). Increase English and primary language proficiency Examination of CELDT scores indicated a larger percent of students achieved Early advanced or Advanced levels of English language proficiency in 2003 compared to 2002. Secondary students were more likely to score at Early advanced or Advanced levels in 2003 (55%) than elementary school students (29%). The percentage of students achieving District benchmarks for ELD gains varied by grade span (Elementary school, 50%; Middle school, 54%; High school, 40%). In 2003, the redesignation rate reached 4.1%, the highest rate in 11 years. While the achievement gap between English Learner and English-only students continued, English Learners made important academic gains between 2002 and 2003. An increased percent of English Learners at ELD levels 4-5 in grades two through six scored at Proficient in language arts in 2003 (10%) compared to 2002 (6%). In mathematics, the i

percent of ELD 4-5 students in grades two through six scoring at least Proficient increased from 11% in 2002 to 21% in 2003. SABE/2 test results indicated increased performance in 2003 among most grade levels, as evidenced by the increased percentage of students scoring at or above the 50 th percentile in reading, language, and mathematics. More than half the students scored at or above the 50 th percentile in reading (4 grade levels), language (6 grade levels), and mathematics (6 grade levels). Provide equal opportunity for academic achievement One indicator of curricular access is the extent high school graduates met requirements for enrollment in the University of California (UC) or California State University (CSU) systems. During the 2002-03 academic year, an increased percent of redesignated (52%) and English Learner (14%) students met UC requirements. Since 1998, slight increases occurred in the participation of English Learners in GATE classes (8%), while large increases occurred in AP/Honors courses (11%). However, the enrollment of English Learners in accelerated courses does not reflect their proportionate representation in District enrollment (28%). A large number of redesignated students were enrolled in GATE and AP/honors classes (22%). English Learners were much less likely than English-only students to enroll in alternative education programs in 2003 compared to District enrollment (English Learners, 22%; English-only, 75%; FEP-R, 3%). However, participation rates for English Learners increased since 2001. This evaluation data suggests a need for an increased number of English Learners to participate in district continuation schools as a means to prevent student dropouts. ii

FUSD does not have disparities between English Learners and non-english Learners in the placement of students into special education. Promote positive self-concept and cross-cultural understanding Evaluation data was presented on factors correlated with self-concept such as at risk designation, school retention, and dropout rates. A larger percentage of English-only students (6%) were classified at-risk than English Learner (4%) students in grades one through six. The percentage of students identified as at-risk was much larger in grades seven through eight (English-only, 11%; English Learners, 8%; FEP-R, 2%) and grades nine through 12 (English-only, 11%; English Learners, 10%; FEP-R, 2%). English Learner students at lower levels of English language proficiency experienced the highest dropout rates. iii

TABLE OF CONTENTS Page Executive Summary... i Table of Contents... iv List of Figures...v Introduction...1 Demographic Characteristics and Instructional Placement of English Learners...1 Goal 1: Increase English and Primary Language Proficiency...5 California English Language Development Test....6 English Language Development Gains...6 Redesignation Rates...7 California Standards Test...8 Spanish Assessment of Basic Education, Second Edition (SABE/2) 15 Goal 2: Provide Equal Opportunity For Academic Achievement....15 Access to Curricular and Instructional Programs...16 Completion of University of California and California State University Requirements....16 Participation in Alternative Education and Special Education Programs...17 Goal 3: Promote Positive Self-concept and Cross-cultural Understanding...18 At-Risk Designation...18 School Retention...19 Dropout Rates...19 Conclusions and Recommendations...20 Conclusions...20 Recommendations...21 References...22 iv

LIST OF FIGURES Page Figure 1 Total English Learner and Non-English Learner Students in Fresno Unified School District...2 Figure 2 Number of English Learners by ELD Levels, 2003...3 Figure 3 Figure 4 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Enrollment of English Learners in Primary Language, English Language Development, Structured English Immersion, and Specially Designed Academic Instruction in English Instructional Programs, 2003...5 Percent of English Learners Redesignated to Fluent English Proficient Redesignated, 1993-2003...8 Percent of Students Meeting Benchmark Standards for English Language Development...7 Results on California Standards Test for English Learner Students in Structured English Immersion and Primary Language Instructional Programs, 2002 and 2003...12 Percent of Students Scoring At or Above the 50th Percentile on SABE/2 Spring 2001, 2002, and 2003...15 Percent of English Learners, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Enrolled in Accelerated Courses: Grades 9-12...16 Percent of English Learners, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Enrolled in Alternative Education Programs 2001-2003, Grades 9-12...17 Percent of English Learner and Non-English Learner Students Participating in Resource Specialist Program or Special Day Classes, 2002 and 2003...18 Percent of English Learner, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Meeting At Risk Criteria...19 Percent of Student Dropouts Among English Learner, English-Only, and Redesignated Students, Grades 9-12, 2003...20 Chart 1 Major Languages Spoken By English Learners in Fresno Unified School District, 2003...2 Chart 2 Major Languages Spoken by English Learners in Fresno Unified School District, 1998...3 Chart 3 Chart 4 Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts Grades 2-6, 2003...9 Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts Grades 7-11, 2003...10 Chart 5 Chart 6 Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics Grades 2-6, 2003...10 Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics Grades 7-11, 2003...11 v

Chart 7 Chart 8 Percent of Students Scoring at Least Basic on the California Standards Test in English Language Arts by Language Group: 2002 and 2003...13 Percent of Students Scoring at Least Basic on the California Standards Test in Mathematics by Language Group: 2002 and 2003...14 vi

ANNUAL EVALUATION REPORT FOR ENGLISH LEARNERS, 2002-2003 INTRODUCTION The purpose of this evaluation report is to examine the effectiveness of programs for English Learners in Fresno Unified School District. Students referred to as English Learners are students otherwise classified as Limited English Proficient (LEP). This report contains: A description of the demographic characteristics and instructional placement of English Learners according to the Fresno Unified School District Master Plan for English Learners, 2003 (Fresno Unified School District, 2003) Evaluation results are presented in the context of the three goals outlined in the Master Plan: Goal 1 Increase English and primary language proficiency. Goal 2 Provide equal opportunity for academic achievement. Goal 3 Promote positive self-concept and cross-cultural understanding. Evaluation data is presented in the context of a multiple-measures model and a standardsbased assessment system. Throughout this report careful attention is given to the English language proficiency level and language group membership of English Learners. Understanding the educational experiences of English Learners is improved when students are not treated as a homogeneous group, but as diverse student populations with unique language, socio-cultural, and educational experiences. This report disaggregates achievement data for level of English language proficiency, language group membership, and instructional program placement. Demographic Characteristics and Instructional Placement of English Learners Fresno Unified School District (FUSD) has the fourth largest population of English Learners in California numbering 26,152. English Learners represent about 33% of the total FUSD student population (See Figure 1). 1

Total English Learner (EL) and Non-English Learner (Non-EL) Students in Fresno Unified School District 1993-2003 60,000 50,000 Number of Students 40,000 30,000 20,000 10,000 0 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 EL 22,503 24,039 25,089 25,567 25,947 25,530 25,473 24,952 24,491 25,032 26,152 NON EL 52,234 52,091 51,006 51,451 51,830 52,073 52,785 53,063 54,400 49,209 53,889 % EL 43.1% 46.1% 49.2% 49.7% 50.1% 49.0% 48.3% 47.0% 31.0% 33.7% 32.7% % NON EL 69.9% 68.4% 67.0% 66.8% 66.6% 67.1% 67.4% 68.0% 69.0% 66.3% 67.3% Figure 1 The largest language groups are Spanish (61%), Hmong (26%), Khmer (5%), and Lao (4%) (See Chart 1). Since 1998, the percentage of Spanish language English Learners has increased by 20% and the percentage of Hmong language English Learners by 19% (See Chart 2). Lao 4% Major Languages Spoken by English Learners in Fresno Unified School District 2003 R30-LC Khmer 5% Armenian 1% All Other 3% Hmong 26% Spanish 61% Chart 1 2

Major Languages Spoken by English Learners in Fresno Unified School District 1998 R30-LC Lao 6% Khmer 6% Vietnamese 1% All Other 4% Hmong 32% Spanish 51% Chart 2 A large percentage of English Learners are at early levels of English Language Development (ELD): Pre-production, 11%; Early Production, 8%; and Speech Emergence, 33% (See Figure 2). Elementary school English Learners outnumber (62%) secondary school English Learners (38%). Number of English Learners by ELD Levels 2003 R30-LC 35% 30% 33% 25% 28% 20% 20% 15% 10% 11% 5% 8% 0% Preproduction (2762) Early Production (2219) Speech Emergence (8581) Intermediate Fluency (7294) Advance Fluency (5259) Figure 2 3

Many English Learners attend schools where they are the numeric majority (Ruiz de Velasco and Fix, 2000). In FUSD, about 47% of English Learners in grades kindergarten through six attend schools where at least half the student population were English Learners. English Learners are the majority population at one in five schools in FUSD. A large percentage of English Learners were born in the United States. Only about 21% of English Learners reported a country of origin outside the United States. A majority of English Learner immigrant students were from Mexico (65%) or Thailand (21%). The instructional program for English Learners requires properly credentialed teachers to provide content area instruction and English language development with appropriate districtadopted curriculum. FUSD meets the academic and English language development needs of English Learners through Structured English Immersion (SEI), Specially Designed Academic Instruction in English (SDAIE), and Primary Language instruction. The majority of English Learners with less than reasonable levels of fluency in English were placed into Structured English Immersion classes. However, a smaller percent of students received primary language instruction (8%), a slight decrease from 2002 (9%) (See Figure 3). In California, 9% of English Learners received primary language instruction in 2003. In 2003, a small percentage of English Learners (8%) were enrolled in classrooms where appropriately certificated teachers were unavailable. 4

Enrollment of English Learners in Primary Language, English Language Development (ELD), Structured English Immersion (SEI), and Specially Designed Academic Instruction in English (SDAIE) Instructional Programs 2003 Other Alternative Programs 8% Primary Language Instruction 8% ELD & SDAIE WITH PLS 26% ELD & SDAIE 55% ELD 4% Figure 3 0% 10% 20% 30% 40% 50% 60% Goal 1: Increase English and Primary Language Proficiency This section provides evidence related to two questions: 1) Are English Learners acquiring English language proficiency? 2) Are English Learners acquiring primary language proficiency? Are English Learners Acquiring English Language Proficiency? Evidence of increased English language proficiency is provided through the comparison of test scores on the California English Language Development Test between 2002 and 2003, the percentage of students achieving ELD gains according to district benchmarks, district redesignation rates, and performance on the California Standards Test. 5

California English Language Development Test (CELDT) Results are presented for students with two years of CELDT scores. A larger percent of students achieved Early advanced or Advanced levels of English language proficiency in 2003 compared to 2002. Secondary students were more likely to score at Early advanced or Advanced levels in 2003 (2002, 42%; 2003, 55%) than elementary school students (2002, 18%; 2003, 29%). Comparisons were also made between students enrolled 2 consecutive years in either primary language instruction (L1) or Structured English Immersion (SEI). Only students at ELD levels 1 through 3 and in grades Kindergarten through six were included in the analysis to make the comparison meaningful. Results indicate that both groups of students achieved gains on the CELDT between 2002 and 2003. Students in SEI were more likely to score at Early advanced or Advanced (22%) than students in primary language instruction (14%). English Language Development Gains The Fresno Unified School District Master Plan for English Learners, 2003 establishes benchmarks English Learners are expected to achieve toward becoming proficient in English. Students at Pre-production, Early production, and Speech emergence are expected to gain one level of proficiency each year; while students at Intermediate fluency and Advanced fluency are expected to gain a proficiency level every two years. As indicated in Table 1, the percentage of students achieving the benchmarks for ELD gains varied by grade span (Elementary school, 50%; Middle school, 54%; High school, 40%). Students at Early Production were more likely to achieve ELD gains, while students at Advanced Fluency were less likely to meet the benchmarks. 6

Table 1 Percent of Students Meeting Benchmark Standards for English Language Development Elementary School Middle School High School All Grades Pre Production 38% 62% 68% 40% Early Production 75% 74% 73% 74% Speech Emergence 49% 64% 80% 53% Intermediate Fluency 31% 55% 59% 47% Advanced Fluency 29% 28% 15% 17% Total 50% 54% 40% 47% Redesignation Rates In 2002, Fresno Unified School District revised English Learner redesignation criteria to meet California state requirements that include the California Standards Test in English language arts and the California English Language Development Test. The transition explains the very low number of students redesignated in 2002 (See Figure 4). However, in 2003, the percent of students redesignated was 4.1%, the highest in 11 years. 7

Percent of English Learners Redesignated to Fluent English Proficient-Redesignated 1993-2003 4.5% 4.0% 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0% 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 Redesignation 4.1% 0.7% 3.3% 3.4% 2.4% 2.3% 3.9% 2.5% 2.8% 3.9% 3.0% Figure 4 California Standards Test For analytical purposes, test data is ungrouped with careful attention to: Level of English language proficiency Instructional program participation Language group membership English language proficiency. English Language Development (ELD) is strongly related to academic achievement, therefore, results are reported separately for students with low (ELD 1-3) and high (ELD 4-5) levels of English language proficiency. While the achievement gap between English Learner and English-only students continued, English Learners made important academic gains between 2002 and 2003. For example, an increased percent of English Learners in grades two through six scored at proficient in language arts in 2003 compared to 2002. The 8

percent of ELD 1-3 students scoring at least proficient increased from 2.1% in 2002 to 4.5% in 2003, while the percentage of ELD 4-5 students scoring at least proficient increased from 6% in 2002 to 10% in 2003 (See Chart 3). In mathematics, the percent of ELD 1-3 students in grades two through six scoring at least proficient increased from 7% in 2002 to 12% in 2003 (See Chart 5). Among ELD 4-5 students, the percent of students scoring at least proficient increased from 11% in 2002 to 21% in 2003. Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts Grades 2-6, 2003 100% 90% 80% 70% 60%.1% 2% 15% 36%.5% 4% 22% 37% 1% 5% 38% 1% 9% 42% 6% 17% 33% 8% 20% 34% 4% 30% 7% 38% 50% 40% 30% 20% 47% 37% 38% 34% 26% 23% 59% 51% 10% 0% 18% 14% 2002 2003 2002 2003 2002 2003 2002 2003 ELD 1-3 ELD 4-5 English Only FEP-R 18% 15% 7%.6% 4% Far Below Basic Below Basic Basic Proficient Advanced Chart 3 9

Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts Grades 7-11, 2003 100% 5%.5%.1% 5%.3% 2% 2% 8% 8% 4% 4% 90% 80% 20% 36% 24% 28% 19% 20% 29% 29% 70% 60% 50% 42% 44% 31% 33% 40% 75% 54% 56% 30% 59% 24% 23% 20% 10% 0% 33% 27% 18% 17% 12% 9% 2% 2% 2002 2003 2002 2003 2002 2003 2002 2003 ELD 1-3 ELD 4-5 English Only FEP-R Far Below Basic Below Basic Basic Proficient Advanced Chart 4 Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics Grades 2-6, 2003 100% 90% 80% 70% 60% 1% 6% 19% 2% 10% 23% 1% 10% 33% 4% 17% 32% 6% 17% 27% 9% 21% 27% 7% 34% 11% 36% 50% 40% 30% 47% 43% 45% 37% 35% 30% 44% 37% Chart 5 20% 10% 0% 27% 22% 11% 11% 15% 13% 14% 15% 1%.7% 2002 2003 2002 2003 2002 2003 2002 2003 ELD 1-3 ELD 4-5 English Only FEP-R Far Below Basic Below Basic Basic Proficient Advanced 10

Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics Grades 7-11, 2003 100% 90% 80% 70% 60% 3%.3% 12% 50%.2% 1% 13% 47%.1% 4% 24%.1% 21% 3% 2% 13% 28% 2% 12% 26% 2% 20% 38% 2% 19% 37% 50% 50% 50% 40% 39% 41% 30% 20% 10% 0% 34% 34% 36% 39% 22% 26% 18% 20% 6% 8% 2002 2003 2002 2003 2002 2003 2002 2003 ELD 1-3 ELD 4-5 English Only FEP-R Chart 6 Far Below Basic Below Basic Basic Proficient Advanced Instructional program participation. This section examines achievement levels for students in Structured English Immersion (SEI) and primary language instruction. Students in SEI are at early stages of English language acquisition and receive instruction that is overwhelmingly in English. Students in primary language classes receive Spanish language instruction according to approved parent exception waivers that authorize an alternative educational program. To compare students at similar levels of English language proficiency, only students at ELD levels 1-3 were included in the analysis. The cohort of students includes students participating in the same instructional program for two years in grades two through six. Scaled scores on the California Standards Test were used to determine differences in performance. In 2003, SEI students scored higher in language arts and mathematics than students in primary language instruction (See Table 2). However, both groups of students had similar increases in achievement in 2003 in language arts and mathematics. 11

Table 2 Results on California Standards Test for English Learner Students in Structured English Immersion and Primary Language Instructional Programs 2002 and 2003 Structured English Immersion Primary Language Instruction Language Arts 2002 2003 2002 2003 Grade 3 274 274 265 269 Grade 4 261 292 253 287 Grade 5 273 283 268 280 Grade 6 274 276 269 266 Mathematics 2002 2003 2002 2003 Grade 3 279 292 271 287 Grade 4 269 293 267 286 Grade 5 270 268 267 258 Grade 6 262 281 255 276 Language group membership. Test score data is disaggregated for students with diverse home languages. Differences in test scores between language groups may warrant close attention to why some groups of English Learners have higher achievement levels. Only students at ELD levels 4-5 were included in the analysis to reduce the effect of language proficiency. Examination of results on the California Standards Test for the five largest language groups in FUSD indicates most language groups made achievement gains in language arts between 2002 and 2003 (See Chart 7). Hmong and Lao students were more likely to score at Basic or higher than other language groups in grades two through six. Lao students also out performed other language groups in grades seven and eight, and nine through 11. 12

Percent of Students Scoring at Least Basic on the California Standards Test in English Language Arts by Language Group: 2002 and 2003 70 60 55 55 Mean Normal Curve Equivalent 50 40 30 20 50 41 51 39 44 42 30 27 26 25 35 29 31 27 26 19 30 21 34 27 32 23 2003 2002 10 0 Spanish Khmer Lao Hmong Spanish Khmer Lao Hmong Spanish Khmer Lao Hmong Grades 2-6 Grades 7-8 Grades 9-11 Chart 7 All language groups in grades two through six had higher achievement levels on the California Standards Test in mathematics in 2002 compared to 2003 (See Chart 8). Hmong students out performed all other language groups. Increased test scores were less evident in grades seven and eight, while a decreased percent of students scored at least Basic in grades nine through 11. This analysis suggests academic interventions may be warranted for all language groups in high school. 13

Percent of Students Scoring at Least Basic on the California Standards Test in Mathematics by Language Group: 2002 and 2003 70 60 57 57 60 Percent 50 40 30 46 37 43 48 53 26 28 37 35 49 45 24 26 2003 2002 20 10 17 13 16 20 17 20 0 Spanish Khmer Lao Hmong Spanish Khmer Lao Hmong Spanish Khmer Lao Hmong Grades 2-6 Grades 7-8 Grades 9-11 Chart 8 Are English Learners Acquiring Primary Language Proficiency? The dearth of availability of non-english language standardized norm referenced tests limits the assessment of primary language skills among many groups of English Learners. The Spanish Assessment of Basic Education, Second Edition (SABE/2) is a reliable indicator of achievement for students whose primary language is Spanish. The following students were tested on SABE/2: Spanish language students enrolled in California public schools less than 12 months. Students with an approved waiver that requires primary language instruction in Spanish. Students tested on SABE/2 the previous year. 14

Spanish Assessment of Basic Education, Second Edition (SABE/2) Since 2001, the number of students tested on SABE/2 has remained constant (2001, 2,274; 2002, 2,332; 2003, 2,331). As indicated in Table 3, more than half the students scored at or above the 50 th percentile in 2003 in reading (4 grade levels), language (6 grade levels), and mathematics (6 grade levels). Table 3 Percent of Students Scoring At or Above the 50th Percentile on SABE/2 Spring 2001, 2002, and 2003 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Reading 2003 58% 61% 49% 48% 43% 48% 40% 46% 64% 77% 2002 59% 54% 49% 48% 42% 44% 44% 45% 60% 53% 2001 50% 54% 52% 42% 45% 47% 52% 43% 52% 46% Language 2003 60% 64% 52% 51% 46% 45% 43% 46% 50% 63% 2002 64% 61% 50% 53% 47% 51% 56% 48% 49% 53% 2001 54% 61% 51% 43% 55% 59% 61% 49% 47% 35% Mathematics 2003 60% 65% 50% 53% 57% 50% 33% 26% 48% 41% 2002 54% 57% 47% 53% 51% 39% 30% 31% 35% 21% 2001 47% 51% 52% 45% 52% 44% 37% 33% 30% 23% Goal 2: Provide Equal Opportunity For Academic Achievement Evidence of equal opportunity for academic achievement is examined in this section. Evidence is presented to determine the extent English Learners have equal access to: Enrollment in accelerated classes, Enrollment in courses that meet requirements for the University of California or California State University, Participation in alternative education and special education programs. 15

Access to Curricular and Instructional Programs To determine the extent English Learners have equal access to all curricular programs, data was collected on the enrollment in accelerated courses (GATE, Advanced Placement, and Honors courses). Since 1998, slight increases occurred in the participation of English Learners in GATE classes (8%), while large increases occurred in AP/Honors courses (11%) (See Table 4). However, the enrollment of English Learners in accelerated courses does not reflect their proportionate representation in District enrollment (28%). A large number of redesignated students were enrolled in GATE and AP/honors classes (22%). Table 4 Percent of English Learners, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Enrolled in Accelerated Courses, Grades 9-12 Accelerated Courses GATE Enrollment AP/Honors Enrollment District Enrollment English Learners English Only FEP-R 1998 2003 1998 2003 1998 2003 5% 8% 80% 70% 15% 22% 6% 11% 75% 67% 19% 22% 26% 28% 66% 61% 8% 11% Completion of University of California and California State University Requirements Another indicator of curricular access is the extent high school graduates met requirements for enrollment in the University of California (UC) or California State University (CSU) systems. During the 2002-03 academic year, an increased percent of students met UC enrollment requirements compared to 2002. The largest increase occurred among redesignated students, from 41% (2002) to 52% (2003); while English only students increased from 23% (2002) to 32% (2003); and English Learners increased from 10% (2002) to 14% (2003). A larger 16

percent of students also met enrollment requirements to CSU in 2003 among redesignated (2002, 45%; 2003, 52%), English-only (2002, 26%; 2003, 32%) and English Learner (2002, 13%; 2003, 14%) students. Participation in Alternative Education and Special Education Programs Alternative Education. English Learners were much less likely than English-only students to enroll in alternative education programs (Continuation high school) in 2003 compared to District enrollment (English Learners, 22%; English-only, 75%; FEP-R, 3%) (See Table 5). However, participation rates for English Learners increased since 2001. Table 5 Percent of English Learners, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Enrolled in Alternative Education Programs 2001-2003, Grades 9-12 Alternative Education District Enrollment English Learners English Only FEP-R 2001 2002 2003 2001 2002 2003 2001 2002 2003 17% 20% 22% 80% 77% 75% 3% 3% 3% 26% 28% 28% 66% 62% 61% 8% 10% 11% Special Education. As indicated in Table 6, there were only negligible differences between 2002 and 2003 in the percentage of English Learners enrolled in Resource Specialist Program (RSP) or Special Day Classes (SDC) in all grade categories. FUSD does not have wide disparities in Special Education rates between English Learners and non-english Learners found by others (U.S. Department of Education, 1994). 17

Table 6 Percent of English Learner and Non-English Learner Students Participating in Resource Specialist Program or Special Day Classes, 2002 and 2003 English Learners Non-English Learners 2002 2003 2002 2003 Grades 1-6 RSP 4% (585) 5% (711) 4% (1125) 5% (1391) SDC 2% (288) 2% (273) 3% (767) 3% (845) Grades 7-8 RSP 6% (251) 7% (305) 6% (481) 7% (558) SDC 4% (159) 5% (191) 5% (376) 6% (468) Grades 9-12 RSP 7% (446) 7% (518) 6% (880) 7% (1122) SDC 5% (284) 5% (339) 5% (739) 6% (927) Goal 3: Promote Positive Self-concept and Cross-cultural Understanding This section will summarize and discuss information related to self-concept and crosscultural understanding. Evaluation data is presented on factors correlated with self-concept such as at risk designation, school retention, and dropout rates. Annual comparisons are provided. At-Risk Designation The percentage of English Learners, English-only, and Fluent English Proficient- Redesignated (FEP-R) students who met FUSD criteria for at-risk status is presented in Table 7. At-risk criteria are defined for mobility (enrolled in two or more schools in a school year), attendance (less than 80% school attendance), student behavior (one or more school suspensions in a year), and achievement (two or more failing grades). A larger percentage of English-only students (6%) were classified at-risk than English Learner (4%) or FEP-R (.4%) students in grades one through six. The percentage of students identified as at-risk was much larger in 18

grades seven through eight (English-only, 11%; English Learners, 8%; FEP-R, 2%) and grades nine through 12 (English-only, 11%; English Learners, 10%; FEP-R, 2%). Table 7 Percent of English Learner, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students Meeting At Risk Criteria Percent of Students At-Risk Grade Levels English Learners English Only FEP-R 2002 2003 2002 2003 2002 2003 1 through 6 4% 4% 7% 6% 2%.4% 7 through 8 8% 8% 12% 11% 4% 2% 9 through 12 12% 10% 16% 11% 7% 2% School Retention Another correlate of self-esteem is school retention (National Association of School Psychologists, 1988). In 2003, English Learners were as likely to be retained as English-only students in grades one through six (English Learners, 3.0%; English-only, 3.7%). Dropout Rates Student dropout rates are presented for 2003. As indicated in Table 8, English Learner students at lower levels of English language proficiency (ELD1-3) experienced the highest dropout rates. However, English Learners at ELD levels 4-5 had similar dropout rates to Englishonly students. All students were more likely to drop out in grade 12. 19

Table 8 Percent of Student Dropouts Among English Learner, English-Only, and Fluent English Proficient-Redesignated (FEP-R) Students, Grades 9-12, 2003 Grade Level English Learners ELD 1-3 English Learners ELD 4-5 English Only FEP-R 9 10% 3% 4% 1% 10 12% 4% 6% 2% 11 14% 5% 6% 2% 12 19% 6% 7% 1% Total 12% 4% 6% 2% Conclusions and Recommendations Conclusions This report reflects the school district s progress toward meeting the academic achievement and language development needs of English Learners. The implementation of a standards-based curricular program and assessment system suggests improvements are warranted in improving the achievement levels of English Learners. These factors had major implications toward meeting FUSD goals outlined in the Fresno Unified School District Master Plan for English Learners, 2003. 20

Recommendations Goal 1: Increase English and primary language proficiency The relationship between student achievement and the revised redesignation criteria should be monitored to ensure students are appropriately redesignated. An analysis should be conducted of the relationship between years of student enrollment and results on the California English Language Development Test. There should be a continued review between the relationship of FUSD ELD descriptors to results on the CELDT. Goal 2: Provide equal opportunity for academic achievement English Learners need increased access to alternative education programs. Exemplary programs should be identified to increase enrollment of English Learners in GATE, AP, and honors classes. Improvements should be made in the assessment of English Learners on all state and district assessments. Goal 3: Promote positive self-concept and cross-cultural understanding Increased dropout prevention activities appear to be warranted for English Learners at lower levels of English language proficiency. 21

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