EXECUTIVE SUMMARY. The purpose of this evaluation report is to provide evidence of program

EXECUTIVE SUMMARY The purpose of this evaluation report is to provide evidence of program effectiveness for English Learners. This report attempts to increase understanding of 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, 2000. Increase English and primary language proficiency While the achievement gap between English Learner and English-only students continued, English Learners made important achievement gains since 1998 in reading, language, and mathematics. The achievement gap continued to narrow between English Learners with higher levels of English language proficiency and English only students in grades two through six. SAT-9 test scores indicate students in grades two through six achieved gains in reading, language, and mathematics in Structured English Immersion and Specially Designed Academic Instruction in English instructional programs. A large percentage of English Learners were born in the United States. About 14% of elementary school and 34% of secondary school English Learners were identified as immigrant students in 2002. Data was collected on a cohort of grade four students with five years of FUSD enrollment. Results indicated a larger percentage of English Learners at lower levels of English language proficiency met district benchmarks toward acquiring English. Results of the second year administration of the California High School Exit Exam (CAHSEE) required for high school graduation indicated a very small percentage of English Learners i

passed the English language arts (37%) or the mathematics portions of the test (21%). Redesignated students were more likely to pass the English language arts (95%) and the mathematics portion (77%) of CAHSEE. Since 1998, the percentage of English Learners achieving redesignation has not varied above 5%. However, preliminary results from revised redesignation criteria suggest the 2003 redesignation rate will increase to 6%. SABE/2 test results indicated increased performance 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 in 2002 compared to 2001. Provide equal opportunity for academic achievement During the 2001-02 academic year, a smaller percentage of English Learners met enrollment requirements for the University of California (10%) than the California State University system (13%). Since 1998, increases occurred in the participation of English Learners and redesignated students in GATE programs and Advanced Placement courses. However, English Learners were less likely to enroll in alternative education programs in 2002. 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. There was a decrease in the percentage of English Learners enrolled in Resource Specialist Programs in 2002, while participation rates in Special Day Classes did not change. However, FUSD does not have wide disparities in special education rates between English Learners and non-english Learners found by others. ii

Promote positive self-concept and cross-cultural understanding English Learners were less likely to be classified as at-risk than English only students in all grade categories. English Learners in grades nine through 12 were three times as likely to be classified at-risk compared to grades one through six.. English only and English Learner students experienced similar dropout rates. English Learners and non- English Learners were more likely to drop out in grades 11 through 12. iii

TABLE OF CONTENTS Executive Summary...i Table of Contents... iv List of Figures...v Introduction...1 Demographic Characteristics and Instructional Placement of English Learners...2 Description of Selected Educational Programs for English Learners...6 Goal 1: Increase English and Primary Language Proficiency...7 Evidence of Academic Achievement.....8 Evidence of English Language Development... 17 Redesignation Rates... 19 Goal 2: Provide Equal Opportunity For Academic Achievement...20 Grade Level Mathematics and Science Classes... 20 Completion of University of California and California State University Requirements.... 21 Access to Curricular and Instructional Programs... 21 Goal 3: Promote Positive Self-concept and Cross-cultural Understanding...23 At-Risk Designation... 23 School Retention... 24 Dropout Rates... 24 Conclusions and Recommendations...25 Conclusions... 25 Recommendations... 26 References 27 Page iv

LIST OF FIGURES Figure 1 Total English Learner and Non-English Learner Students in Fresno Unified School District... 2 Page Figure 2 Figure 3 Figure 4 Figure 5 Enrollment of English Learners in Instructional Programs..6 SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students: Reading, 1998-2002... 9 SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students: Language, 1998-2002... 10 SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students: Mathematics, 1998-2002... 11 Figure 6 SAT-9 Mean NCE Scores by Language Groups: Reading, 1998-2002... 13 Figure 7 SAT-9 Mean NCE Scores by Language Groups: Language, 1998-2002... 13 Figure 8 SAT-9 Mean NCE Scores by Language Groups: Mathematics, 1998-2002... 14 Figure 9 SAT-9 Mean NCE Scores for Grade Four Cohort: 1998-2002... 15 Table 1 SAT-9 Mean NCE Scores for English Learner Students in Primary Language, Structured English Immersion, and Specially Designed Academic Instruction in English, 2001 and 2002... 12 Table 2 Percent of Students Passing the California High School Exit Exam, 2002... 15 Table 3 Table 4 Table 5 Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts, 2002... 16 Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics, 2002... 17 Percent of Grade Four Cohort Meeting Benchmarks in English Language Development: 1998 to 2002... 18 Table 6 First Year Results of the California English Language Development Test, 2001... 18 Table 7 Table 8 Table 9 Table 10 Percent of Students Scoring at or above the 50 th Percentile on SABE/2 Spring 2001 and Spring 2002... 20 Percent of English Learners, English-Only, and Redesignated Students Enrolled in Accelerated Courses, Grades 9-12... 22 Percent of English Learners, English-Only, and Redesignated Students Enrolled in Alternative Education Programs, Grades 9-12... 22 Percent of English and Non-English Learner Students Placed in Resource Specialist Program and Special Day Classes, 1998 and 2002... 23 v

Table 11 Table 12 Percent of English Learners, English-Only, and Redesignated Students Meeting At Risk Criteria... 24 Percent of Student Dropouts Among English Learner, English-Only, and Redesignated Students, Grades 7-12: 1998-2002... 25 Chart 1 Major Languages Spoken By English Learners in Fresno Unified School District, 2002... 3 Chart 2 Major Languages Spoken by English Learners in Fresno Unified School District, 1996... 3 Chart 3 Percentage of English Learner Students at English Language Development Levels, 2002... 4 vi

ANNUAL EVALUATION REPORT FOR ENGLISH LEARNERS, 2001-02 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, 2000 (Fresno Unified School District, 2000), A brief description of several district programs for English Learners, and Evaluation results presented in the context of the three major 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. Increased understanding of the educational experiences of students is improved when students are not treated as a homogeneous group, but as diverse student populations with unique language, sociocultural, and educational experiences. Others have found language minority groups to experience diverse educational experiences (Ogbu, 1988), opportunities (Salazar, 1997), and expectations (Matute-Bianchi, 1986). This report disaggregates achievement data for level of English language proficiency, language group membership, and instructional program placement. This analysis improves the evaluation of instructional programs for diverse student populations (California Department of Education, 2000). 1

Demographic Characteristics and Instructional Placement of English Learners Fresno Unified School District (FUSD) has the fourth largest population of English Learners in California numbering 25,887. English Learners represent about 32% of the total FUSD student population (See Figure 1). 60,000 Total English Learners (EL) and Non-English Learners (Non-EL) in Fresno Unified School District 1992-2002 50,000 40,000 30,000 20,000 10,000 0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 EL 20,857 22,503 24,039 25,089 25,567 25,947 25,530 25,473 24,952 24,491 25,887 NON EL 52,558 52,234 52,091 51,006 51,451 51,830 52,073 52,785 53,063 54,400 55,357 % EL 28% 30% 32% 33% 33% 33% 33% 33% 32% 31% 32% % NON EL 72% 70% 68% 67% 67% 67% 67% 67% 68% 69% 68% EL NON EL Figure 1 2

The largest language groups are Spanish (60%), Hmong (27%), Khmer (5%), and Lao (4%). (See Chart 1). Since 1996, the percentage of Spanish language English Learners has increased by 30% (See Chart 2). MAJOR LANGUAGES SPOKEN BY ENGLISH LEARNERS (EL) IN FRESNO UNIFIED SCHOOL DISTRICT 2002 R30-LC Lao 4% Khmer 5% Armenian 1% Other 3% Hmong 27% Spanish 60% Chart 1 Lao LAO 8% MAJOR LANGUAGES SPOKEN BY ENGLISH LEARNERS IN FRESNO UNIFIED SCHOOL DISTRICT 1996 R30-LC Khmer KHMER 6% Vietnamese VIETNAMESE 1% Other ALL OTHERS 4% Spanish SPANISH 46% Chart 2 HMONG Hmong 35% 3

A large percentage of English Learners are at early levels of English Language Development (ELD): Pre-production, 11%; Early Production, 10%; and Speech Emergence, 30% (See Chart 3). Elementary school students were much more likely to have lower ELD levels (72%) than secondary school students (18%). Large percentages of Spanish and Hmong English Learners were at ELD levels 1 through 3 (Spanish, 57%; Hmong, 46%). PERCENTAGE OF ENGLISH LEARNERS BY ELD LEVELS 2002 R30 Advanced Fluency 22% Preproduction 11% Early Production 10% Intermediate Fluency 27% Speech Emergence 30% Chart 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. More than half of English Learners (54%) attend secondary schools where at least 40% of the students are English Learners. 4

A large percentage of English Learners were born in the United States. About 14% of elementary school and 34% of secondary school English Learners were identified as immigrant students in 2002. A majority of English Learner immigrant students were from Mexico (59%), Thailand (24%), or Laos (5%). 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 (PL) instruction. English Learners with less than reasonable levels of fluency in English are placed into Structured English Immersion classes as required by Proposition 227. The result has been a decreased percentage of students receiving primary language instruction in 2002 (9%) compared to 1998 (16%) (See Figure 2). In California, 9% of English Learners received primary language instruction. During 2002, a small percentage of English Learners (9%) were enrolled in classrooms where appropriately certificated teachers were unavailable. 5

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 1998 to 2002 70% 60% 50% 40% 30% 20% 10% 1998-2002 0% Primary Language ELD & SEI/SDAIE & PL Support ELD & SEI/SDAIE Refused Services ELD NO EL SERVICES TOTAL 1998 16% 25% 40% 1% 7% 11% TOTAL 1999 11% 20% 59% 1% 2% 7% TOTAL 2000 11% 34% 49% 1% 2% 3% TOTAL 2001 12% 29% 51% 2% 2% 4% TOTAL 2002 9% 28% 50% 2% 2% 10% Figure 2 Description of Selected Educational Programs for English Learners FUSD implemented several primary language instructional programs at selected sites to increase language development and academic achievement levels for both English Learners and non-english Learners. Discussion of each program will aid contextual understanding of program evaluation results. The International Summer Academy (ISA) is a summer school program that offers original high school credit courses required for graduation in Spanish and Hmong languages. Opportunities to complete coursework in mathematics and social studies during summer school have previously been available only to English-speaking students. The ISA program provides primary language instruction in required courses to increase access to other 6

content courses during the regular academic year. The ISA program is stationed at a large high school and averages about 250 participants each year. Currently, three elementary schools in FUSD have implemented two-way Spanish bilingual immersion programs (Ann Leavenworth School for Accelerated Learning, Sunset K-8 Two-Way Immersion Charter School, and Ewing Elementary School). The two-way bilingual immersion programs are long-term projects designed to achieve additive bilingualism and biliteracy among student participants. The Ann Leavenworth program provides a teacherresearcher oriented approach while the Sunset program is a school-wide effort that currently involves all kindergarten through sixth grade classrooms. Each year a new cohort of kindergarten students is added to expand the program to another grade level. Project ACCESS (Academic Curriculum and Collaboration for Educational Student Success) is a district-wide initiative designed to increase the development and availability of Hmong and Spanish language curricular materials. In addition, presentations to school and district administrators, teachers, parents, and community members on the cultural, historical, and educational experiences of major cultural groups in FUSD have increased awareness of the academic and language development needs of English Learners. Goal 1: Increase English and Primary Language Proficiency This section provides analysis, discussion, and summarization of data related to two questions: 1) Are English Learners acquiring English language proficiency? 2) Are English Learners acquiring primary language proficiency? Cohort and longitudinal analysis are provided to examine factors related to achievement. 7

Are English Learners Acquiring English Language Proficiency? Evidence of academic achievement is provided through the comparison of test scores on the Stanford Achievement Test, Ninth Edition (SAT-9) standardized norm-referenced test between 1998 and 2002. Evidence of English language development is indicated by the percentage of students achieving ELD gains according to district benchmarks, and district redesignation rates. Evidence of Academic Achievement For analytical purposes, test data is ungrouped with careful attention to: Level of English language proficiency, Instructional program participation, Language group membership, Length of FUSD enrollment. 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 since 1998. Test results presented below indicate most student groups made academic achievement gains between 1998 and 2002 (See Figures 3 through 5). In reading, English Learners at ELD 4-5 achieved at least 3 mean Normal Curve Equivalent (NCE) gains in each grade category since 1998 (See Figure 3). 8

60 SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students Reading 1998-2002 50 52 52 52 53 51 50 48 50 51 53 Mean NCE 40 30 20 42 32 22 44 44 44 44 34 34 34 36 25 25 25 27 45 28 46 45 31 30 44 30 44 31 42 40 21 43 43 43 42 42 41 23 23 23 44 41 24 10 15 18 17 17 17 10 11 12 13 13 0 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 Grades 2-6 Grades 7-8 Grades 9-11 EO FEP-R EL (1-3) EL (4-5) Figure 3 In language, English Learners at ELD 4-5 achieved at least 4 mean NCE gains in each grade category, with elementary school students gaining 7 mean NCEs (See Figure 4). Fluent English Proficient-Redesignated (FEP-R) students scored above the California state standard of 50 mean NCEs for most grade categories. 9

SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students, Language 1998-2002 70 Mean NCE 60 50 40 30 20 56 40 35 24 58 60 60 61 44 45 45 46 39 39 39 28 28 29 42 31 51 43 32 19 57 56 56 47 46 46 36 36 35 24 23 23 59 47 36 24 46 42 28 15 50 47 32 21 52 47 32 22 53 54 46 46 32 33 23 23 10 0 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 Grades 2-6 Grades 7-8 Grades 9-11 Figure 4 EO FEP-R EL (1-3) EL (4-5) Large achievement gains were made in mathematics among ELD 1-3 students in grades two through six (8 mean NCEs) and grades nine through 11 (7 mean NCEs). The achievement gap continued to narrow between ELD 4-5 and English-only students in grades two through six (See Figure 5). Thomas and Collier (1996) suggest English Learners must make at least 5 NCE gains annually to close the achievement gap. 10

SAT-9 Mean NCE Scores for English-Only, Redesignated, and English Learner Students, Mathematics 1998-2002 Mean NCE 70 60 50 40 30 20 57 42 39 28 63 61 45 46 44 42 33 33 63 46 43 34 64 48 45 36 52 43 35 27 55 46 39 30 56 46 38 29 57 58 45 45 37 38 29 29 51 45 34 26 55 49 38 29 55 49 38 31 55 48 38 32 56 48 39 33 10 0 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 1998 1999 2000 2001 2002 Grades 2-6 Grades 7-8 Grades 9-11 Figure 5 EO FEP-R EL (1-3) EL (4-5) Instructional program participation. This section examines achievement levels for students in Structured English Immersion (SEI), primary language, and Specially Designed Academic Instruction in English (SDAIE) classes. 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, and students in SDAIE classes are students who have reasonable levels of fluency in English. SAT-9 test scores among English Learners (See Table 1) indicates students enrolled in SEI or SDAIE in grades two through six achieved at least 2 mean NCE gains in reading, language, and mathematics between 2001 and 2002 (light shaded area). Students in primary language instruction had test scores that approximated students in SEI in grades two through eight. 11

Table 1 SAT-9 Mean NCE Scores for English Learner Students in Primary Language, Structured English Immersion, and Specially Designed Academic Instruction in English 2001 and 2002 SEI Reading 2002 28 (5201) 2001 26 (4649) Language 2002 31 (5300) 2001 29 (4760) Mathematics 2002 36 (5345) 2001 34 (4821) Grades 2-6 Grades 7-8 Grades 9-11 Primary Language 26 (1314) 26 (1245) 30 (1342) 30 (1286) 35 (1354) 35 (1303) SDAIE 36 (3767) 34 (3172) 42 (3824) 39 (3204) 45 (3844) 43 (3226) SEI 18 (866) 17 (710) 24 (871) 24 (695) 29 (888) 29 (732) Primary Language 18 (25) 17 (26) 23 (22) 21 (26) 30 (26) 32 (32) SDAIE 31 (2657) 30 (2127) 37 (2653) 35 (2091) 38 (2667) 37 (2136) SEI 16 (327) 14 (195) 25 (330) 25 (190) 34 (327) 34 (198) Primary Language 12 (127) 15 (147) 21 (129) 25 (144) 32 (136) 34 (148) SDAIE 23 (3635) 23 (1939) 33 (3607) 33 (1941) 39 (3642) 39 (1974) Language group membership. Test score data is disaggregated for students with diverse home languages. Test score differences between language groups may warrant close attention to why some groups of English Learners have high achievement levels. Examination of SAT-9 test scores for the five largest language groups in FUSD indicates most language groups made achievement gains in reading in all grade categories since 1998 (See Figure 6). Vietnamese and Lao students out performed other language groups in reading. Vietnamese and Hmong students out-performed other students in language and mathematics (See Figures 7 and 8). However, caution should be exercised when interpreting the data due to the small number of Vietnamese students tested. All language groups had higher test scores in mathematics and in all test areas for students in grades two through six. This analysis suggests academic interventions designed for English Learners should consider achievement differences between language groups. 12

60 SAT-9 Mean NCE Scores by Language Group Reading 1998-2002 50 Mean Normal Curve Equivalent 40 30 20 36 37 35 32 32 36 35 32 40 39 31 28 30 28 34 30 29 28 40 34 24 22 21 20 25 20 23 22 25 24 10 0 Spanish Hmong Lao Khmer Vietnamese Spanish Hmong Lao Khmer Vietnamese Spanish Hmong Lao Khmer Vietnamese Figure 6 2002 1998 Grades 2-6 Grades 7-8 Grades 9-11 60 SAT-9 Mean NCE Scores by Language Group Language 1998-2002 Mean Normal Curve Equivalent 50 40 30 20 41 35 43 42 39 39 39 37 45 43 35 31 39 36 38 35 35 34 49 43 31 28 34 31 33 30 31 32 35 34 10 0 Spanish Hmong Lao Khmer Vietnamese Spanish Hmong Lao Khmer Vietnamese Spanish Hmong Lao Khmer Vietnamese Figure 7 2002 1998 Grades 2-6 Grades 7-8 Grades 9-11 13

60 SAT-9 Mean NCE Scores by Language Group Mathematics 1998-2002 55 50 40 30 20 42 36 49 44 49 44 46 42 51 35 31 42 38 41 39 49 46 37 36 37 32 41 37 40 37 39 38 43 41 10 0 Spanish Hmong Lao Khmer Vietnamese Spanish Hmong Lao Khmer Vietnamese Mean Normal Curve Equivalent Spanish Hmong Lao Khmer Vietnamese Grades 2-6 Grades 7-8 Grades 9-11 Figure 8 2002 1998 Years of enrollment. This section examines the relationship of SAT-9 test scores to length of enrollment in FUSD. Achievement data was collected for a cohort of grade four students with five years of FUSD enrollment and SAT-9 test scores for 1998 and 2002. English Learners with high levels of English language proficiency at enrollment (ELD 4-5) were compared to reduce the effect of increased English language skills on 2002 test scores (American Educational Research Association, 2000). For longitudinal purposes, redesignated students were included in the analysis (August and Hakuta, 1997). Results indicate English Learners made important gains in language (See Figure 9). The achievement gap was negligible between English-only and English Learner students in mathematics. 14

60 SAT-9 Mean NCE Scores for Grade Four Cohort of English Learners (EL) and English Only Students (EO): 1998 and 2002 50 46 46 46 48 47 47 47 45 Mean NCE 40 30 39 39 38 EL EO 20 10 0 1998 2002 1998 2002 1998 2002 Reading Language Mathematics Figure 9 Standards Based Assessments California High School Exit Exam. Results are presented for the California High School Exit Exam (CAHSEE) required for high school graduation for the graduating class of 2004. After two years of CAHSEE test administration, students were more likely to pass the English language arts (60%) than the mathematics portion (39%) of the test. A smaller percentage of English Learners passed the English language arts section (37%) than English-only (67%) or redesignated (95%) students. English Learners were also less likely to pass the mathematics section (21%) than English-only (43%) or redesignated (77%) students (See Table 2). Table 2 Percent of Students Passing the California High School Exit Exam, 2002 Language Arts Mathematics English Learners 37% 21% ELD 1-3 3% 8% ELD 4-5 41% 23% English Only 67% 43% FEP-R* 95% 77% * Fluent English Proficient-Redesignated 15

California Standards Tests in English Language Arts and Mathematics California Standards Test in English Language Arts. As indicated in Table 3, English Learners at ELD levels 1-3 were more than twice as likely to score at Far Below Basic than English-only students on the California Standards Test in English Language Arts. English Learners at higher levels of English language skills (ELD 4-5) were less likely than English-only students to score at the minimum Basic proficiency level in grades two through six (English Learners, 43%; English-only, 56%), seven through eight (English Learners, 30%; English-only, 58%), and nine through 11 (English Learners, 23%; English-only, 58%). Table 3 Percent of Students Achieving Proficiency Levels on the California Standards Test in English Language Arts, 2002 Far Below Basic Below Basic Basic Proficient Advanced Grades 2 through 6 ELD* 1-3 (6535) 47% 36% 15% 2%.1% ELD 4-5 (4088) 18% 38% 38% 5% 1% English-Only (19,160) 18% 26% 33% 17% 6% FEP-R** (893) 7% 59% 30% 4% Grades 7 through 8 ELD 1-3 (892) 73% 21% 6%.4% ELD 4-5 (2680) 29% 41% 28% 2% English-Only (6533) 18% 24% 33% 20% 5% FEP-R (779) 1% 9% 56% 31% 3% Grades 9 through 11 ELD 1-3 (424) 79% 18% 3%.5% ELD 4-5 (3650) 35% 42% 21% 2% English-Only (8346) 18% 24% 30% 19% 9% FEP-R (1384) 2% 13% 52% 29% 4% *English Language Development **Fluent English Proficient-Redesignated California Standards Test in Mathematics. On the California Standards Test in Mathematics, smaller percentages English Learners at ELD levels 4-5 scored at the minimum Basic level of proficiency in grades two through six (English Learners, 44%) and grades seven through eight 16

(English Learners, 35%) (See Table 4). In grades nine through 11, about one in five English Learners (22%) scored at the minimum Basic compared to 38% of English-only students. Table 4 Percent of Students Achieving Proficiency Levels on the California Standards Test in Mathematics, 2002 Far Below Basic Below Basic Basic Proficient Advanced Grades 2 through 6 ELD* 1-3 (6535) 27% 47% 19% 6% 1% ELD 4-5 (4088) 11% 45% 33% 10% 1% English Only (19,160) 15% 35% 27% 17% 6% FEP-R **(893) 1% 14% 44% 34% 7% Grades 7 through 8 ELD 1-3 (892) 37% 49% 11% 3%.3% ELD 4-5 (2680) 18% 47% 29% 6% English Only (6533) 16% 36% 31% 15% 2% FEP-R (779) Grades 9 through 11 ELD 1-3 (424) 33% 51% 14% 2% ELD 4-5 (3650) 26% 52% 19% 3% English Only (8346) 19% 43% 26% 10% 2% FEP-R (1384) 9% 43% 35% 12% 1% *English Language Development ** Fluent English Proficient-Redesignated Evidence of English Language Development The FUSD Master Plan for English Learners, 2000 established ELD benchmarks students are expected to achieve toward redesignation. Students are expected to gain ELD levels within one year at ELD 1 and 2, and gain an ELD level within two years at ELD levels 3, 4, and 5. Long-term implications for students meeting ELD benchmarks are increased redesignation rates and improved academic achievement (Cummins, 1989). Evidence of English language acquisition is provided for a cohort of grade four students continuously enrolled in FUSD since their kindergarten year in 1998. As indicated in Table 5, a large percent of English Learners acquired English at rates appropriate to the level of English Language Development at enrollment (ELD 1, 41%; ELD 2, 66%; ELD 3, 40%; ELD 4, 20%). Students at ELD 2 were more likely to meet benchmarks toward English language acquisition. 17

E L D L E V E L S 1 9 9 8 Table 5 Percent of Grade Four Cohort Meeting Benchmarks in English Language Development 1998 to 2002* ELD Levels 2002 Pre Early Speech Production Production Emergence Intermediate Pre 2% 11% 46% 31% Production (23) (132) (558) (374) Early 2% 33% 44% Production (2) (9) (203) (270) Speech 19% 41% Emergence (48) (106) Intermediate 40% (2) Advanced 100% (1) Advanced 5% (55) 7% (41) 15% (37) 40% (2) FEP-R** * Shaded areas indicate adequate progress toward meeting benchmarks in English language development. ** FEP-R refers to Fluent English Proficient-Redesignated students. 6% (74) 15% (90) 25% (65) 20% (1) Total 100% (1216) 100% (615) 100% (256) 100% (5) The California English Language Development Test (CELDT) increased the objective measure of English language proficiency. Results of the first year administration of CELDT indicate more than half of English Learners in grades Kindergarten through six were at Beginning or Early Intermediate levels of English language proficiency (54%) (See Table 6). However, in grades nine through 12, almost half the students were at Early Advanced or Advanced levels (49%) of English language proficiency. Table 6 First Year Results of the California English Language Development Test, 2001 Beginning Early Intermediate Intermediate Early Advanced Advanced Total Count Grades K 6 22% 32% 34% 10% 2% 16,434 Grades 7 8 9% 14% 42% 28% 7% 3,898 Grades 9-12 8% 9% 34% 39% 10% 5,823 Total 17% 24% 35% 19% 5% 100% 18

Redesignation Rates Redesignation criteria changed in 2002 and required students to have composite proficiency levels at the minimum of Early Advanced or Advanced on the CELDT, as well as in each subtest area (oral, reading, writing). First year CELDT results indicated very few students in FUSD met CELDT criteria for redesignation and scored at or above the 36 th percentile on SAT-9 reading, language, and mathematics. Recently, FUSD again changed the redesignation criteria due to the very small number of students redesignated in 2002 (141), and to meet the state requirement to include the California Standards Test in English language arts as redesignation criteria. During the last five years, the percentage of English Learners achieving redesignation did not vary above 5 percent. However, preliminary results for 2003 indicate a large number of English Learners (4,313) met initial criteria for redesignation by scoring at the minimum Basic on the California Standards Test in English language arts. The redesignation rate for 2003 is projected to be 6%. Are English Learners Acquiring Primary Language Proficiency? The dearth 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. Since 1998 the number of students tested on SABE/2 has remained constant (1998, 2,571; 1999, 2,823; 2000, 2,638; 2001, 2,274; 2002, 2,332). As indicated in Table 7, more than 19

half the students scored at or above the 50 th percentile in 2002 in reading (4 grade levels), language (7 grade levels), and mathematics (4 grade levels). Table 7 Percent of Students Scoring At or Above the 50th Percentile on SABE/2 Spring 2001 and Spring 2002 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Reading 2002 59% 54% 49% 48% 42% 44% 44% 45% 60% 53% 2001 50% 54% 52% 42% 45% 47% 52% 43% 52% 46% Language 2002 64% 61% 50% 53% 47% 51% 56% 48% 49% 53% 2001 54% 61% 51% 43% 55% 59% 61% 49% 47% 35% Mathematics 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 to determine access to grade level mathematics and science classes, enrollment in accelerated classes, completion of University of California or California State University requirements, and participation rates in alternative education and special education programs. Evaluation results are based on data files that contain student characteristics, program enrollment, and coursework. Grade Level Mathematics and Science Classes Evidence is presented that English Learners were less likely to complete gatekeeper mathematics courses in grades nine and ten. A smaller percentage of English Learners in grade nine completed algebra or geometry mathematics courses (44%) than English-only (51%) or redesignated (88%) students. English-only students were twice as likely than English Learners to complete geometry in the ninth grade. Among grade ten students completing mathematics coursework, English Learners were more likely enrolled in algebra (32%) than English-only students (25%). 20

Enrollment in college preparatory science courses in grades nine through 12 suggests disparities between English Learners at high and low levels of English language proficiency. English Learners at ELD levels 1-3 were less likely than ELD 4-5 students to be enrolled in college preparatory science in grades nine (ELD 1-3, 79%; ELD 4-5, 94%), ten (ELD 1-3, 81%; ELD 4-5, 93%), and 11 (ELD 1-3, 79%; ELD 4-5, 92%). 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) system. During the 2001-02 academic year, 10% of English Learners met UC requirements compared to 23% of English-only and 41% of redesignated students. A larger percent of English-only (26%) and redesignated (45%) students met requirements for CSU than English Learners (13%). 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 patterns in accelerated courses (GATE and Advanced Placement courses), alternative educational programs (continuation high schools), and special education (Resource Specialist Program and Special Day Classes). Accelerated Courses. Since 1998, slight increases occurred in the participation of English Learners and redesignated students in GATE programs (See Table 8). 21

Table 8 Percent of English Learners, English-Only, and Redesignated Students Enrolled in Accelerated Courses, Grades 9-12 Accelerated Courses GATE Enrollment (grades 9-12) AP Enrollment (grades 9-12) District Enrollment (grades 9-12) English Learners English Only FEP-R 1998 2002 1998 2002 1998 2002 5% 7% 80% 75% 15% 18% 6% 10% 75% 72% 19% 18% 26% 28% 66% 62% 8% 10% Alternative educational programs. English Learners were much less likely than English-only students to enroll in alternative education programs in 2002 in proportion to district enrollment (English Learners, 20%; English-only, 77%) (See Table 9). 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. Table 9 Percent of English Learners, English-Only, and Redesignated Students Enrolled in Alternative Education Programs, Grades 9-12 Alternative Education Enrollment (Grades 9-12) District Enrollment (Grades 9-12) English Learners English Only FEP-R 2001 2002 2001 2002 2001 2002 17% 20% 80% 77% 3% 3% 26% 28% 66% 62% 8% 10% Special Education. As indicated in Table 10, between 1998 and 2002, there were slight decreases in the percentage of English Learners enrolled in the Resource Specialist Program (RSP) and 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). 22

Table 10 Percent of English Learner and Non-English Learner Students Placed in Resource Specialist Program and Special Day Classes, 1998 and 2002 English Learners Non-English Learners 1998 2002 1998 2002 Grades 1-6 RSP 5% (711) 4% (585) 8% (1642) 4% (1125) SDC 2% (308) 2% (288) 4% (858) 3% (767) Grades 7-8 RSP 10% (281) 6% (251) 9% (601) 6% (481) SDC 5% (153) 4% (159) 5% (354) 5% (376) Grades 9-12 RSP 8% (325) 7% (446) 6% (788) 6% (880) SDC 5% (229) 5% (284) 5% (601) 5% (739) 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 this section. 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). As indicated in Table 11, a larger percentage of English-only students (7%) were classified at-risk than English Learners (4%) or FEP-R (2%) students in grades one through six. However, the percentage of at-risk students increased for all groups in grades seven through eight (English-only, 12%; English 23

Learners, 8%; FEP-R, 4%) and nine through 12 (English-only, 16%; English Learners, 12%; FEP-R, 7%). Table 11 Percent of English Learners, English-Only, and Redesignated Students Meeting At Risk Criteria Percent of Students Grade Levels At-Risk English Learners English Only FEP-R 2001 2002 2001 2002 2001 2002 1 through 6 5% 4% 8% 7% 2% 2% 7 through 8 8% 8% 14% 12% 4% 4% 9 through 12 15% 12% 19% 16% 10% 7% School Retention Another correlate of self-esteem is school retention (National Association of School Psychologists, 1988). English Learners were less likely to be retained than English-only students in grades one through six (English Learners, 2.9%; English-only, 3.4%; FEP-R, 1.8%). Dropout Rates Student dropout rates are presented for 2002. As indicated in Table 12, English Learner students experienced dropout rates similar to English-only students. Dropout rates increased among English Learners and English-only students in grades 10 through 12. English Learners were more likely to drop out in grade 12. 24

Table 12 Percent of Student Dropouts Among English Learner, English-Only, and Redesignated Students, Grades 7-12 1998 and 2002 Grade Level English Learners English Only FEP-R 7 1.2%.1% - 8 1.7% 2.1% - 9 5.5% 5.8%.1% 10 7% 7.6%.1% 11 8.2% 8.7% 1.6% 12 10.1% 9.1% 3% Conclusions and Recommendations Conclusions Conclusions in this report were presented in the context of several important factors. In the spring of 2000, FUSD successfully exited a compliance agreement with the U.S. Department of Education, Office for Civil Rights. This report reflects the school district s progress toward meeting the academic achievement and language development needs of English Learners since exiting the agreement. The implementation of Proposition 227 requirements since 1998 did not impede the effective delivery of services to English Learner students as indicated by SAT-9 and SABE/2 test scores. Also, the implementation of a standards-based curricular program and assessment system suggests improvements are warranted in curricular access and assessment practices for English Learners. Together, these factors had major implications toward meeting FUSD goals outlined in the Fresno Unified School District Master Plan for English Learners, 2000. 25

Recommendations Goal 1: Increase English and primary language proficiency The relationship between student achievement and the revised redesignation criteria should be monitored in light of requirements under the No Child Left Behind Act. An examination should be conducted of the relationship between years of student enrollment and results on the California English Language Development Test. The relationship of student achievement to English language proficiency, instructional program placement, and years of FUSD enrollment should be more closely examined. 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. Access of English Learners to grade level mathematics and science courses should continue to be monitored. Improvements should be made in the assessment of English Learners on all district assessments. Goal 3: Promote positive self-concept and cross-cultural understanding Increased dropout prevention activities appear to be warranted for English Learners. 26

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