Fresno Unified School District Santiago V. Wood, Ed.D., Superintendent Annual English Learner Evaluation Report 2000-2001 Research, Evaluation and Assessment November, 2001
Board of Education Michael E. O'Hare, President Manuel G. Nuñez, Clerk Raymond C. Baker Ronald Dangaran, Ed.D. Sara Hedgpeth-Harris Bill Riddlesprigger David D. Wright Superintendent Santiago V. Wood, Ed.D. Research, Evaluation and Assessment Malati Gopal, Ed.D., Executive Director
Fresno Unified School District Santiago V. Wood, Ed.D., Superintendent Annual English Learner Evaluation Report 2000-2001 Paul A. Garcia, Ed.D. Technical Assistance Provided by Nancy Seto and Shaeng Vue Approved Report from Research, Evaluation and Assessment Paul A. Garcia, Ed.D. Administrative Analyst Malati I. Gopal, Ed.D. Executive Director Fresno, California November, 2001
EXECUTIVE SUMMARY The purpose of this evaluation report is to provide objective measures of program effectiveness for English Learners. This report pays careful attention to the diversity within the English Learner population. Increased understanding of the educational experiences of students is improved when they are not treated as a homogeneous group, but as diverse populations 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 ELD 4-5 and English only students in grades two through six. English Learner SAT-9 test scores indicate students in grades two through six achieved gains in language across all instructional programs and students in primary language and mainstream programs made gains in mathematics. A large percentage of English Learners were born in the United States. About 14% of elementary school and 35% of secondary school English Learners were identified as immigrant students in 2001. Test score data indicated a group of immigrant English Learners schooled in their home country exhibited higher achievement levels in English than unschooled immigrant students. Data collected on a cohort of students with FUSD enrollment of five years or more indicated English Learners made important gains in reading, language, and i
mathematics. The achievement gap between English only and English Learners was substantially closed in reading (grades 2 through 6), mathematics (grades 7 through 8), and language (grades 7 through 8). Results of the first year administration of the California High School Exit Exam (CAHSEE) required for high school graduation indicate a very small percentage of English Learners passed the English language arts (25%) or the mathematics portions of the test (11%). Redesignated students were more likely to pass the English language arts (89%) and the mathematics portion (61%) of CAHSEE. Data on English language acquisition suggested students in grades seven through eight were more likely to meet benchmarks for reclassification. While over half the ELD 5 students met the benchmarks, a large percentage of students remained at ELD 5 after five years. During the last two years (2000 and 2001), the percentage of English Learners achieving redesignation has not changed. However, since 1998, the redesignation rate has increased by 47%. 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 2001 compared to 2000. Provide equal opportunity for academic achievement English Learners were less likely to enroll in grade level mathematics courses in grades seven through nine. Enrollment in college preparatory science courses also suggested a disparity between English Learners and English only students. During the 2000-01 academic year, 45% of English Learners met UC requirements compared to 67% of English only and 61% of redesignated students. ii
Since 1998, slight increases occurred in the participation of English Learners and redesignated students in GATE programs. English Learners were less likely to enroll in alternative education programs in 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. There was a decrease in the percentage of secondary English Learners enrolled in the Resource Specialist Program in 2001, and a slight decrease in the percentage of high school English Learners enrolled in Special Day Classes since 1998. However, FUSD does not appear to have wide disparities in special education rates between English Learners and non-english Learners found by others. Promote positive self-concept and cross-cultural understanding English Learners were less likely to be classified as at-risk in grades one through six, however, the percentage of at-risk students increased in grades seven through 12. English Learners represented a larger percentage of students retained in grades one through six than seven through eight. English Learners at lower levels of English language proficiency were disproportionately retained. English only students experienced the highest dropout rates, while dropout rates increased among English Learners in grades nine and ten. English Learners and non-english Learners were more likely to drop out in grades ten through 12. Dropout prevention programs may need to target appropriate grade levels for each population group. iii
TABLE OF CONTENTS Page Executive Summary...i Table of Contents...iv List of Figures...v Introduction...1 Demographic Characteristics...2 Description of Selected Educational Programs for English Learners...6 Goal 1: Increase English and Primary Language Proficiency...8 Are English Learners Acquiring English Language Proficiency?...8 Evidence of Academic Achievement.....8 Percentage of Students Scoring At or Above the 50 th Percentile on SAT-9...20 Evidence of English Language Development...22 Redesignation Rates...23 Are English Learners Acquiring Primary Language Proficiency?...24 Goal 2: Provide Equal Opportunity For Academic Achievement...26 Grade Level Mathematics and Science Classes...26 Completion of University of California Requirements...27 Access to Curricular and Instructional Programs...27 Goal 3: Promote Positive Self-concept and Cross-cultural Understanding...29 At-Risk Designation...29 Failing Grades...30 School Retention...30 Dropout Rates...31 Conclusions and Recommendations...32 Conclusions...32 Increase English and Primary Language Proficiency...32 Provide Equal Opportunity for Academic Achievement...33 Positive Self-concept and Cross-cultural Understanding...33 Recommendations...34 References...35 iv
LIST OF FIGURES Page Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Total English Learner and Non-English Learner Students in Fresno Unified School District...2 Enrollment of English Learners in Instructional Programs...6 SAT-9 Mean NCE Scores for English Only, Fluent English Proficient- Redesignated, and English Learners Students: Reading, 1998-2001...9 SAT-9 Mean NCE Scores for English Only, Fluent English Proficient- Redesignated, and English Learners Students: Language, 1998-2001...9 SAT-9 Mean NCE Scores for English Only, Fluent English Proficient- Redesignated, and English Learner Students: Mathematics, 1998-2001...10 Figure 6 SAT-9 Mean NCE Scores by Language Groups: Reading, 1999-2001...12 Figure 7 SAT-9 Mean NCE Scores by Language Groups: Language, 1999-2001...13 Figure 8 SAT-9 Mean NCE Scores by Language Groups: Mathematics, 1999-2001...13 Figure 9 SAT-9 Test Scores for Students Enrolled 5 Years in FUSD: 1997-2001, Reading...16 Figure 10 SAT 9 Test Scores for Students Enrolled 5 Years in FUSD: 1997-2001, Language...16 Figure 11 SAT-9 Test Scores for Students Enrolled 5 Years in FUSD: 1997-2001, Mathematics...17 Figure 12 Figure 13 Figure 14 Figure 15 SAT-9 Mean NCE Scores for English Only and English Learner Students, Reading 1998-2001...18 SAT-9 Mean NCE Scores for English Only and English Learner Students, Language 1998-2001...19 SAT-9 Mean NCE Scores for English Only and English Learner Students, Mathematics 1998-2001...19 Percentage of English Learners Redesignated to Fluent English Proficient, 1990-2001...24 v
Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 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...11 Length of Time Immigrant English Learners Have Been in Fresno Unified School District...14 Comparison of SAT-9 Mean NCE Scores and Spanish LAS Reading Scores for English Learner Immigrants...15 Percent of English Only, Fluent English Proficient-Redesignated, and English Learner Students Scoring at or Above the 50 th Percentile on SAT-9, 2000 and 2001...20 Percent of Ninth Grade Students Passing the California High School Exit Exam, 2001...21 Percent of English Only, Fluent English Proficient-Redesignated and English Learner Students Meeting Proficiency Levels on the California Standards Test in English Language Arts, 2001...22 Percent of English Learners Meeting ELD Benchmarks after Five Years of Enrollment, 1997 to 2001...23 SABE/2 Mean NCE Scores for English Learners in Primary Language, Structured English Immersion, and Specially Designed Academic Instruction in English Instructional Programs, 2001...25 Percent of Students Scoring at or Above the 50 th Percentile on SABE/2, Spring 2000 and Spring 2001...26 Percent of English Learners, English-Only, and Fluency English Proficient- Redesignated Students Enrolled in Accelerated Courses, Grades 9-12...28 Percent of English Learners, English-Only, and Fluent English Proficient- Redesignated Students Enrolled in Alternative Education Programs, Grades 9-12...28 Percent of English and Non-English Learner Students Placed in Resource Specialist Program and Special Day Classes, 1998 and 2001...29 Percent of English Learners, English-Only, and Fluent English Proficient- Redesignated Students Meeting At Risk Criteria or Earning Two or More Failing Grades...30 Table 14 Percentage of English-Only and English Learner Students Retained, 2001...31 Table 15 Percent of Students Dropouts for English Learner, English-Only, and Fluent English Proficient-Redesignated Students, Grades 7-12, 1998 and 2001...31 vi
Chart 1 Chart 2 Chart 3 Major Languages Spoken By English Learners in Fresno Unified School District, 2001...3 Major Languages Spoken by English Learners in Fresno Unified School District, 1996...3 Percentage of English Learner Students at English Language Development Levels, 2001...4 vii
ANNUAL EVALUATION REPORT FOR ENGLISH LEARNERS, 2000-01 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 (Grobe, 1997). 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, socio-cultural, and educational experiences. English Learners are often treated as homogeneous monolithic student populations with common historical and immigrant experiences. Yet others have found language minority groups to experience diverse educational experiences (Ogbu, 1988), opportunities (Salazar, 1997), and expectations (Matute-Bianchi, 1986). Test score data for English Learners are typically aggregated without regard to level of English language proficiency, language group membership, immigration status, or instructional program placement. However, the educational experiences 1
of English Learners may vary in schools and school districts due to the differential availability of primary language curricular materials, bilingual teachers, or community resources. The disaggregation of achievement data for English Learners improves the evaluation of instructional program effectiveness for diverse student populations (California Department of Education, 2000). Demographic Characteristics and Instructional Placement of English Learners Fresno Unified School District (FUSD) has the fourth largest population of English Learners in California numbering 24,491. English Learners represent about 31% of the total FUSD student population (See Figure 1). TOTAL ENGLISH LEARNER (EL) AND NON-ENGLISH LEARNER (Non-EL) STUDENTS IN FRESNO UNIFIED SCHOOL DISTRICT 1991-2001 60,000 50,000 40,000 30,000 20,000 10,000 0 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 EL 19,066 20,857 22,503 24,039 25,089 25,567 25,947 25,530 25,473 24,952 24,491 NON EL 52,115 52,558 52,234 52,091 51,006 51,451 51,830 52,073 52,785 53,063 54,400 % EL 36.6% 39.7% 43.1% 46.1% 49.2% 49.7% 50.1% 49.0% 48.3% 47.0% 31.0% % NON EL 73.2% 71.6% 69.9% 68.4% 67.0% 66.8% 66.6% 67.1% 67.4% 68.0% 69.0% Figure 1 EL NON EL 2
A large percentage of English Learners are in grades kindergarten through six (63%). The largest language groups are Spanish, (57%); Hmong, (29%); Lao, (4%); and Khmer, (5%) (See Chart 1). Since 1996, the percentage of Spanish language English Learners has increased by 24% (See Chart 2). Chart 1 MAJOR LANGUAGES SPOKEN BY ENGLISH LEARNERS IN FRESNO UNIFIED SCHOOL DISTRICT 2001 R30-LC LAO 4% KHMER 5% VIETNAMESE 1% ALL OTHERS 4% HMONG 29% SPANISH 57% Chart 2 MAJOR LANGUAGES SPOKEN BY ENGLISH LEARNERS IN FRESNO UNIFIED SCHOOL DISTRICT 1996 R30-LC LAO 8% KHMER 6% VIETNAMESE 1% ALL OTHERS 4% SPANISH 46% HMONG 35% 3
A large percentage of English Learners are at early levels of English Language Development (ELD): Pre-production, 11% (ELD 1); Early Production, 14% (ELD 2); and Speech Emergence, 29% (ELD 3) (See Chart 3). Elementary school students were much more likely to have lower ELD levels (74%) than secondary school students (19%). Large percentages of Spanish and Hmong language English Learners were in ELD levels 1 through 3 (Spanish, 59%; Hmong, 51%). Chart 3 PERCENTAGE OF ENGLISH LEARNER STUDENTS AT ENGLISH LANGUAGE DEVELOPMENT LEVELS 2001 R30-LC ADVANCE FLUENCY 22% PREPRODUCTION 11% EARLY PRODUCTION 14% INTERMEDIATE FLUENCY 24% SPEECH EMERGENCE 29% Other researchers have found a large percentage of English Learners to 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 is comprised of English Learners. Almost half of secondary school English Learners (49%) attend schools where at least 40% of the student population are English Learners. In schools where 33% or more of the students are English Learners, 14% of teachers have 4
emergency credentials compared to 9% of teachers at schools with less than 33% of English Learners. The regular instructional program for English Learners requires appropriately credentialed staff to provide content area instruction and English language development with appropriate district-adopted curriculum. Instructional programs to meet the academic and English language development needs of English Learners include Structured English Immersion (SEI), Specially Designed Academic Instruction in English (SDAIE), and primary language instruction. During the academic year 1998-99, Proposition 227 requirements mandated the placement of English Learners with less than reasonable fluency in English in Structured English Immersion classes. The result was a decreased percentage of students receiving primary language instruction in 1999 (16%) compared to 2001 (12%) (See Figure 2). During 2001, a small percentage of English Learners (4%) were enrolled in classrooms where appropriately certificated teachers were unavailable. 5
Enrollment of English Learners in Primary Language (PL), English Language Development (ELD), Structured English Immersion (SEI), and Specially Designed Academic Instruction in English (SDAIE) Instructional Programs 1998 to 2001 60% 50% Percent 40% 30% 20% 10% 0% Primary Language ELD, SEI/SDAIE & PL Support ELD & SEI/SDAIE Total 2001 12% 29% 51% 2% 2% 4% Total 2000 11% 34% 49% 2% 1% 3% Total 1999 11% 20% 59% 2% 1% 7% Total 1998 16% 25% 40% 7% 1% 11% ELD Refused Services No Services Figure 2 Description of Selected Educational Programs for English Learners FUSD has 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 content area coursework in Algebra (Spanish and Hmong), Modern World History (Hmong), and Sociology for Living (Spanish) during summer 6
school have previously been available only to English-speaking students. Students in the ISA program receive primary language instruction in required courses that increases access to other 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, Sunset, and Ewing Elementary Schools). 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 teacher-researcher oriented approach while the Sunset Elementary School program is a schoolwide effort that currently involves all kindergarten through fifth 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. The translation of original and published text, and the development of content area and supplemental curricular materials have increased with Project ACCESS. 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. 7
Goal 1: Increase English and Primary Language Proficiency This section provides an 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? Evaluation results are based on extant data for cohort and longitudinal analysis to examine factors related to achievement. Are English Learners Acquiring English Language Proficiency? Academic achievement and English language development data are reported to determine the acquisition of English language proficiency among English Learners. Evidence of academic achievement is provided through the comparison of mean Normal Curve Equivalent (NCE) scores between 1998 and 2001 on the Stanford Achievement Test, Ninth Edition (SAT-9) standardized norm-referenced test. Evidence of English language development is indicated by the percentage of students achieving ELD gains according to district benchmarks, and 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, Immigration status, and Length of FUSD enrollment. English language proficiency. The English Language Development (ELD) level of students is strongly related to test scores, 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. Test results presented below (Figures 3 through 5) indicate most 8
student groups made academic achievement gains between 1998 and 2001. In reading, English Learners achieved gains in each grade category since 1998 (See Figure 3). Mean NCE 60 50 40 30 20 10 0 SAT-9 Mean NCE Scores for English Only (EO), Fluent English Proficient-Redesignated (FEP- R), and English Learner (EL) Students, Reading 1998-2001 49.6 51.7 52.3 52.1 41.7 43.8 43.6 43.7 31.6 34.3 34.3 33.8 22.0 24.9 25.1 25.3 47.6 50.9 45.0 46.1 28.1 15.0 30.6 50.4 50.8 45.0 30.1 44.2 29.7 42.0 42.5 39.8 41.7 20.9 22.5 42.7 42.9 41.6 40.8 22.8 22.5 17.9 17.2 17.3 10.4 11.0 12.2 13.0 1998 1999 2000 2001 1998 1999 2000 2001 1998 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 EO FEP-R EL (ELD 1-3) EL (ELD 4-5) Figure 3 In language, English Learners achieved at least 3 mean Normal Curve Equivalents (NCE) gains in each grade category, with elementary school students gaining 4 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. Mean NCE 70 60 50 40 30 20 10 0 55.4 40.3 35.0 23.8 SAT-9 Mean NCE Scores for English Only (EO), Fluent English Proficient-Redesignated (FEP- R), and English Learner (EL) Students, Language 1998-2001 58.4 59.5 59.7 51.3 44.2 44.5 44.8 43.3 39.0 39.4 39.1 27.9 28.0 29.0 31.5 19.0 55.9 47.4 35.9 55.9 46.4 24.2 22.5 56.7 45.6 35.6 34.5 23.2 46.0 41.9 27.5 15.4 50.4 52.4 53.1 46.8 46.5 45.9 31.6 32.4 31.9 21.3 22.2 1998 1999 2000 2001 1998 1999 2000 2001 1998 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 23.1 EO FEP-R EL (ELD 1-3) EL (ELD 4-5) Figure 4 9
Large achievement gains were made in mathematics among ELD 1-3 students in grades two through six and grades nine through 11 (6 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. Mean NCE 70 60 50 40 30 20 10 0 57.1 41.5 39.1 27.7 SAT-9 Mean NCE Scores for English Only (EO), Fluent English Proficient-Redesignated (FEP-R), and English Learner (EL) Students, Mathematics 1998-2001 61.3 63.0 62.8 55.0 55.9 57.1 54.7 54.5 54.8 51.7 46.0 51.1 45.1 46.2 46.3 46.1 49.4 43.0 48.6 42.5 45.1 45.0 47.6 42.3 43.5 34.7 38.6 38.0 38.1 38.0 36.7 37.7 32.5 33.4 33.6 34.3 26.6 30.4 29.1 29.0 29.2 31.3 32.4 25.6 1998 1999 2000 2001 1998 1999 2000 2001 1998 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 EO FEP-R EL (ELD 1-3) EL (ELD 4-5) Figure 5 Instructional program participation. As suggested above, SAT-9 tests scores are strongly related to English language proficiency. The relationship may be attributed in part to the students instructional program. Therefore, it is important to examine how students in Structured English Immersion (SEI), primary language, and Specially Designed Academic Instruction in English (SDAIE) classes performed on SAT-9. 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 fluency in English. 10
SAT-9 test scores among English Learners (See Table 1) indicates students in grades two through six made at least two mean NCE gains in language across all instructional programs (light shaded area). Students in primary language and mainstream programs made gains in mathematics. Among high school students, SEI students made achievement gains in mathematics and language. Table 1 SAT-9 Mean NCE Scores for English Learner Students in Primary Language, Structured English Immersion (SEI), and Specially Designed Academic Instruction in English (SDAIE) 2000 and 2001 Grades 2-6 Grades 7-8 Grades 9-11 SEI Primary SDAIE SEI Primary SDAIE SEI Primary SDAIE Reading Language Language Language 2476 507 1698 518 4 1652 123 50 2511 2001 22.9 26.7 34.7 17.5 24.6 30.9 14.5 13.8 23.8 2000 23.0 25.2 31.4 17.5 21.5 29.3 15.8 14.3 26.1 Language 2580 550 1733 496 4 1629 118 47.0 2518 2001 28.5 32.1 40.9 22.8 27.6 35.4 24.4 22.6 33.1 2000 25.8 26.1 36.8 20.9 22.0 35.3 20.3 25.3 34.2 Mathematics 2654 566 1756 555 5 1691 128 52 2636 2001 32.1 32.1 44.5 32.1 35.9 37.7 32.1 32.1 32.1 2000 31.1 32.9 40.7 27 28.1 38.3 27.9 34.5 38.3 Language group membership. Test score data is disaggregated to examine educational experiences of students with diverse home languages. Wide differences in test scores among language groups may warrant close attention to why some English Learners more than others have high achievement levels. Examination of SAT-9 test scores for each of the five largest language groups in FUSD indicates students in ELD 1-3 made similar achievement gains in reading, language, and mathematics among all language groups (See Figures 6-8). Vietnamese, and to some extent, Lao students out performed other language groups in reading (Figure 6), language (Figure 7), and mathematics (Figure 8). However, caution should be exercised when interpreting the data due to the small number of Vietnamese students tested. All language groups had higher mean NCE 11
scores in mathematics. Among all language groups, students in grade categories two through six had higher test scores. Among the two largest language groups, Spanish and Hmong language students had similar scores in reading, however, Hmong language students had higher scores in language and mathematics across all grade categories. This examination supports the thesis that academic interventions designed for English Learners should consider achievement differences between language groups. SAT-9 Mean NCE Scores by Language Groups 1999-2001 Reading 45 Mean NCE 40 35 30 25 20 15 33.6 30.2 23.0 39.1 35.6 28.6 34.6 37.2 29.9 30.4 23.3 22.3 33.7 33.0 30.3 29.6 20.8 23.5 39.9 34.9 28.8 36.2 32.5 32.0 29.9 22.4 23.8 38.1 38.5 35.4 32.3 33.0 33.2 32.6 31.9 29.6 28.8 26.9 28.7 21.7 23.1 24.5 22.9 23.1 20.7 Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 Figure 6 12
Language Mean NCE 50 45 40 35 30 25 20 15 36.9 33.6 29.8 45.2 42.3 39.3 37.9 36.8 35.9 32.6 34.9 30.5 39.8 37.9 37.5 32.8 33.8 30.7 44.1 40.3 39.3 37.4 40.1 40.4 40.8 36.8 37.4 35.5 37.2 44.5 33.0 32.6 34.1 32.1 35.4 29.8 38.2 40.5 39.2 32.7 35.6 36.3 33.8 32.4 31.0 Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 Figure 7 60 55 50 45 40 35 30 50.1 49.4 47.3 39.0 34.1 34.8 43.6 40.7 39.8 47.0 40.9 38.2 50.1 44.9 43.0 40.0 45.4 39.7 35.8 34.3 Mathematics 54.8 52.1 47.3 46.3 46.8 43.6 46.6 45.6 42.8 42.0 40.4 38.6 40.4 39.5 43.2 38.6 38.3 38.0 38.4 39.7 35.7 38.0 39.9 33.2 34.9 Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong Spanish Vietnamese Khmer Lao Hmong Mean NCE 1999 2000 2001 Grades 2-6 Grades 7-8 Grades 9-11 Figure 8 Immigrant status. A large percentage of English Learners were born in the United States. About 14% of elementary school and 35% of secondary school English Learners were identified as immigrant students in 2001. A majority of English Learner immigrant students were from Mexico (54%), Thailand, (28%), or Laos, (7%). A larger percent of English Learners in grades kindergarten through six have been in the U.S. less than five years (64%) compared to students 13
in grades seven through 12 (20%) (See Table 2). About 60% of redesignated students have been in the U.S. more than five years. Table 2 Length of Time Immigrant English Learners Have Been in Fresno Unified School District 1 Year 2 Years 3 Years 4 Years 5 Years More than 5 Years English Learner Immigrants Grades K-6 20% 16% 17% 13% 10% 22% (439) (345) (382) (282) (215) (489) Grades 7-12 6% 6% 5% 3% 6% 54% (205) (174) (164) (100) (191) (1708) Fluent English Proficient Students-Redesignated Grades K-6 4% 11% 19% 61% (4) (13) (22) (70) Grades 7-12 1% 1% 1% 58% (6) (3) (10) (405) Unknown 2% (35) 20% (646) 5% (5) 39% (271) Total 100% (2187) 100% (3188) 100% (114) 100% (695) Evidence is provided that supports Olsen and Jaramillo (1999) that immigrant English Learners schooled in their home country had higher achievement levels in English than unschooled immigrant students. Since 1995, Spanish Language English Learners have completed the Language Assessment Survey (LAS) in Spanish upon enrollment in FUSD. English Learner immigrant students scored higher on the Spanish LAS than non-immigrant English Learners. For example, a larger percentage of immigrant English Learners scored Competent Literate in reading than non-immigrant English Learners in grades three through six (immigrant English Learners, 29%; non-immigrant English Learners, 22%) and seven through 12 (immigrant English Learners, 43%; non-immigrant English Learners, 22%). As indicated in Table 3, students scoring as Competent Literate on the LAS consistently scored higher on the SAT-9 regardless of level of English language proficiency. 14
Table 3 Comparison of SAT-9 Mean NCE Scores and Spanish LAS Reading Scores for English Learner Immigrants Reading Non Limited Competent Literate Literate Literate Grades 3 through 6 ELD 1-3 15.7 17 22.1 (120) (83) (90) ELD 4-5 24.2 32.9 44 (10) (10) (2) Grades 7 through 11 ELD 1-3 11.4 13.7 17.8 (84) (80) (133) ELD 4-5 18.4 23.8 32.8 (37) (38) (44) Non Literate 22.5 (127) 33.1 (10) 26.8 (87) 31.8 (37) Mathematics Limited Competent Literate Literate 29.5 (88) 43.6 (10) 29.8 (84) 37.3 (39) 34.8 (96) 68 (2) 35.4 (142) 44.8 (47) Years of enrollment. This section examines the relationship of SAT-9 test scores to length of student enrollment in FUSD. Achievement data was collected on a cohort of students with FUSD enrollment of five years or more and tested on SAT-9 in 1998 and 2001. Only 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 2001 test scores (American Educational Research Association, 2000). For longitudinal purposes, redesignated students were included in the analysis for English Learners (August and Hakuta, 1997). Results indicate English Learners made important gains in reading (See Figure 9), language (See Figure 10), and mathematics (See Figure 11) in grade categories two through six, and seven through eight. The achievement gap between English only and English Learners was substantially closed in reading (grades 2 through 6), mathematics (grades 7 through 8), and language (grades 7 through 8). 15
SAT-9 Test Scores for Students Enrolled 5 Years in FUSD, 1997-2001 Mean NCE Scores 50 45 40 35 30 25 20 15 10 Reading 42.0 41.6 32.5 33.7 29.5 30.5 33.7 24.8 28.8 29.0 31.0 20.5 26.2 26.0 23.4 20.6 15.1 16.7 19.5 20.1 13.6 16.0 34.5 45.0 44.6 44.7 45.3 44.9 42.8 41.6 42.3 44.5 42.2 41.9 42.6 39.3 41.9 38.2 39.5 35.8 37.1 36.4 29.2 29.2 31.1 Grades 2-6 Grades 7-8 Grades 9-11 Year 1 Year 2 Year 3 Year 4 Year 5 Year 1 Year 2 Year 3 Year 4 Year 5 Year 1 Year 2 Year 3 Year 4 Year 5 ELD 1-3 ELD 4-5 English Only Figure 9 Mean NCE Scores 55 50 45 40 35 30 25 20 15 Language 49.4 45.6 46.3 44.9 44.5 44.9 47.3 44.3 46.5 45.9 44.0 44.1 42.6 42.6 39.0 41.5 40.8 44.1 45.2 41.2 47.1 34.4 36.6 42.1 40.4 42.6 41.2 32.8 35.6 37.1 37.5 28.7 33.4 34.3 31.6 Grades 2-6 25.7 26.3 31.0 31.1 32.4 29.0 Grades 7-8 25.3 26.4 26.0 Grades 9-11 21.7 Year 1 Year 2 Year 3 Year 4 Year 5 Year 1 Year 2 Year 3 Year 4 Year 5 Year 1 Year 2 Year 3 Year 4 Year 5 Figure 10 ELD 1-3 ELD 4-5 English Only 16
Mean NCE Scores 55 50 45 40 35 30 25 34.2 28.9 29.3 Year 1 37.4 34.2 Year 2 39.3 34.5 34.4 31.5 Year 3 39.7 35.7 36.7 Year 4 45.6 43.7 39.1 37.6 38.7 37.0 Year 5 Year 1 Mathematics 50.8 42.5 41.0 Year 2 49.0 40.7 39.9 Year 3 52.5 40.8 40.7 Year 4 52.6 48.2 45.4 45.1 44.4 Year 5 43.4 Year 1 46.9 45.1 45.8 Year 2 46.3 42.1 Year 3 45.3 43.7 42.6 40.3 Year 4 49.1 Grades 2-6 Grades 7-8 Grades 9-11 46.0 45.5 Year 5 ELD 1-3 ELD 4-5 English Only Figure 11 As indicated above, English Learners at higher levels of English language proficiency are less likely to have language as a major contributing factor to increased test scores. However, not all English Learners have high English proficiency levels. Therefore, increased SAT-9 test scores over time may not reflect real achievement gains, but increased English language skills. To examine the effect of English proficiency on achievement, three cohorts of English Learners enrolled for five years in FUSD are identified based on level of English language proficiency at enrollment: English proficient students (former ELD 4-5), developed English proficient students (developed ELD 1-3), and non-english proficient students (current ELD 1-3). Comparison of test scores between English proficient and English only students is a more accurate measure of the achievement gap, since language is not a factor. As indicated in Figure 12, the achievement gap is negligible between the two groups in reading for grades two through six. English proficient and developed English proficient students have similar language (See Figure 13) and mathematics (See Figure 14) achievement levels. However, for developed English proficient students it is difficult to determine if gains are due to English language 17
development or real academic gains. One interpretation is that developed English proficient students were able to increase academic skills while acquiring English. For non-english proficient students, the increased test scores may be related to either increased English language proficiency or academic skills. This longitudinal analysis suggests English language proficiency at enrollment is important when determining achievement gains among English Learners. Mean NCE Scores 60 50 40 30 20 10 SAT-9 Mean NCE Scores for English Only and English Learner Students Reading: 1998-2001 45.8 40.7 46.1 44.6 43.5 42.8 48.3 38.9 35.3 35.6 35.0 31.9 28.8 21.8 22.5 23.0 18.9 14.1 16.1 14.9 42.5 31.6 21.5 12.8 0 1998 2001 1998 2001 1998 2001 Grades 2-6 Grades 7-8 Grades 9-11 English Only Former ELD 4-5 Current ELD 1-3 Developed ELD 1-3 Figure 12 18
SAT-9 Mean NCE Scores for English Only and English Learner Students Language: 1998-2001 60 Mean NCE Scores 50 40 30 20 40.9 39.0 29.7 20.7 51.2 45.6 44.5 41.8 42.1 29.3 26.0 20.2 46.9 47.9 37.0 22.0 49.2 41.0 28.6 17.6 47.2 40.9 32.3 21.4 10 0 1998 2001 1998 2001 1998 2001 Grades 2-6 Grades 7-8 Grades 9-11 English Only Former ELD 4-5 Current ELD 1-3 Developed ELD 1-3 Figure 13 SAT-9 Mean NCE Scores for English Only and English Learner Students Mathematics: 1998-2001 Mean NCE Scores 60 50 40 30 20 10 46.0 42.3 36.5 22.8 54.5 45.1 47.2 28.0 42.4 42.2 29.4 17.9 48.8 46.5 39.2 28.2 47.9 41.7 33.3 22.7 49.3 44.7 38.5 30.4 0 1998 2001 1998 2001 1998 2001 Grades 2-6 Grades 7-8 Grades 9-11 English Only Former ELD 4-5 Current ELD 1-3 Developed ELD 1-3 Figure 14 19
Percentage of students scoring at or above the 50 th percentile on SAT-9 The FUSD accountability model and standards based assessment system defines grade level standards as the 50 th percentile on the SAT-9 (Grobe, 1997). The percentage of English Learners scoring at or above the 50 th percentile did not improve over two years. Wide disparities were found between English only and English Learners. In reading, English only students in grades two through six were three times as likely than English Learners to score at or above the 50 th percentile (See Table 4). The disparity increased at higher grade levels in reading, but decreased in language and mathematics for all grades. Table 4 Percent of English Only, Fluent English Proficient-Redesignated (FEP-R), and English Learner Students* Scoring at or Above the 50 th Percentile on SAT-9 2000 and 2001 English Only FEP-R English Learners* Reading 2000 2001 2000 2001 2000 2001 Grades 2-6 37% 37% 58% 56% 11% 10% Grades 7-8 42% 40% 53% 54% 6% 5% Grades 9-11 33% 32% 28% 27% 2% 1% Language Grades 2-6 40% 40% 79% 77% 24% 22% Grades 7-8 43% 42% 68% 70% 14% 13% Grades 9-11 45% 43% 60% 61% 11% 11% Mathematics Grades 2-6 41% 42% 83% 80% 34% 32% Grades 7-8 39% 37% 65% 66% 19% 14% Grades 9-11 44% 42% 62% 63% 18% 18% * ELD 4 through 5 students only. Standards Based Assessments California High School Exit Exam. Results are presented below for the first year administration of the California High School Exit Exam (CAHSEE) required for high school graduation. In 2001, all ninth grade students in California were given the opportunity to voluntarily take the CAHSEE. In Fresno Unified School District 78% (5,109) of all ninth grade students completed 20
the test. Students were more likely to pass the English language arts (53%) than the mathematics portion (32%) of the CAHSEE. A very small percentage of English Learners passed the English language arts (25%) or the mathematics portions of the test (11%) (See Table 5). Less than 5% of English Learners with low levels of English language proficiency skills passed any portion of the test. Redesignated students were more likely to pass the English language arts (89%) or the mathematics portion of the test (61%). Table 5 Percent of Ninth Grade Students Passing the California High School Exit Exam, 2001 Language Arts Mathematics English Learners 25% 11% ELD 1-3 3% 4% ELD 4-5 29% 12% English Only 60% 38% FEP-R* 89% 61% * Fluent English Proficient-Redesignated California Standards Test in English Language Arts. As indicated in Table 6, English Learners were about twice as likely to score Far Below Basic than English only students on the California Standards Test in English Language Arts. A very small percentage of English Learners met the Proficient level in grades two through six (2%) and seven through 11 (1%). 21
Table 6 Percent of English-Only, Fluent English Proficient-Redesignated (FEP-R) and English Learner Students Meeting Proficiency Levels on the California Standards Test in English Language Arts, 2001 Far below Basic Below Basic Basic Proficient Advanced Grades 2 through 6 English only 21% 27% 31% 16% 5% English Learner 40% 38% 20% 2% ELD 1-3 52% 36% 12% 1% ELD 4-5 21% 43% 33% 3% FEP-R 1% 9% 63% 25% 3% Grades 7 through 8 English only 19% 24% 33% 18% 6% English Learner 43% 37% 19% 1% ELD 1-3 72% 23% 5% ELD 4-5 32% 43% 24% 1% FEP-R 1% 12% 59% 26% 2% Grades 9 through 11 English only 16% 25% 33% 18% 8% English Learner 40% 42% 17% 1% ELD 1-3 78% 18% 4% ELD 4-5 35% 45% 19% 1% FEP-R 2% 16% 57% 21% 4% Evidence of English Language Development Progress toward English language acquisition is determined by the English Language Development Progress Profile (Fresno Unified School District, 1997a, 1997b). FUSD has 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. Evidence of English language acquisition is presented for English Learners enrolled for five years in FUSD. As indicated in Table 7, students in grades seven through eight were more 22
likely to meet ELD benchmarks for reclassification. While over half the ELD 5 students met the benchmarks, a large percentage of students remained at ELD 5 after five years. Grade Levels Table 7 Percent of English Learners Meeting ELD Benchmarks after Five Years of Enrollment 1997 to 2001 No Gain ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Met No Met No Met No Met No Benchmark Gain Bench Gain Bench- Gain Benchmark Gain -mark mark Met Benchmark 4-6 1% 92% 4% 68% 15% 40% 28% 44% 35% 54% 7-8 91% 2% 77% 10% 53% 18% 45% 30% 66% 9-11 1% 98% 1% 89% 3% 74% 9% 26% 48% 50% Redesignation rates The percentage of students redesignated since 1990 is indicated in Figure 15. Redesignation criteria requires students to score at or above the 36 th percentile on a standardized norm-referenced test (reading, language, and mathematics), achieve grades of a C or higher in all academic subjects, score at proficiency levels on the Language Assessment Survey, and achieve fluency in the teacher administered Student Oral Language Observation Matrix (SOLOM). During the last two years (2000 and 2001), the percentage of English Learners achieving redesignation has not changed. However, since 1998, the redesignation rate has increased by 47%. Preliminary results for 2001 indicate 7% of English Learners (1,329) completing SAT-9 have met initial criteria for redesignation. 23
Percent 4.0% 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0% PERCENTAGE OF ENGLISH LEARNERS REDESIGNATED TO FLUENT ENGLISH PROFICIENT, 1990 to 2001 3.4% 3.5% 2.4% 2.3% 3.9% 2.5% 2.8% 3.9% 3.0% 3.7% 2.6% 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 3.4% Figure 15 Are English Learners Acquiring Primary Language Proficiency? The acquisition of primary language proficiency among English Learners is discussed in this section. The dearth of non-english language standardized norm referenced tests limits the determination 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 prior year. Evidence indicates achievement levels of Spanish language English Learners increased over the last two years. The large number of students tested on SABE/2 since 1998 (1998, 2571; 1999, 2823; 2000, 2638; 2001, 2274) suggests FUSD s increased interest in assessing the academic skills of students in Spanish. 24
SABE/2 Test Results SABE/2 test results indicate increased performance among most grade levels (See Table 8). Students enrolled in primary language classes out-performed students in SEI (light shaded area). The relatively small number of students in SDAIE classes completing the SABE/2 prevents meaningful interpretation of results. However, results suggest close attention to students in SEI classes may be warranted to prevent deficits in academic skills assessed in Spanish. Table 8 SABE/2 Mean NCE Scores for English Learners in Primary Language, Structured English Immersion (SEI), and Specially Designed Academic Instruction in English (SDAIE) Instructional Programs, 2001 Primary Language SEI SDAIE Reading Grades 2-6 50.8 (1307) 47.3 (339) 52.8 (34) Grades 7-8 55.2 (50) 47.6 (77) 42 (2) Grades 9-12 47.1 (131) 48.9 (44) 72.8 (5) Language Grades 2-6 52.2 (1305) 46.6 (333) 50.4 (34) Grades 7-8 57.8 (50) 51.4 (76) 47.5 (2) Grades 9-12 47.1 (140) 49.9 (43) 69.4 (5) Mathematics Grades 2-6 50.2 (1307) 45.3 (340) 49.3 (34) Grades 7-8 48.3 (50) 42.4 (77) 43 (2) Grades 9-12 39.8 (138) 41.8 (44) 73.6 (5) As indicated in Table 9, an increased percentage of students scored at or above the 50 th percentile on SABE/2 at most grade levels in reading (8 grade levels), language (8 grade levels), and mathematics (5 grade levels) in 2001 compared to 2000. 25
Table 9 Percent of Students Scoring At or Above the 50th Percentile on SABE/2 Spring 2000 and Spring 2001 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Reading 2001 50* 54* 52* 42* 45* 47* 52* 43 52* 46 2000 48 53 44 37 38 23 40 48 40 47 Language 2001 54* 61 51* 43* 55* 59* 61* 49* 47* 35 2000 52 61 45 38 40 29 44 34 40 48 Mathematics 2001 47 51 52* 45* 52* 44* 37* 33 30 23 2000 48 57 42 41 41 24 32 34 41 35 * Denotes increase in percent of students scoring at or above the 50 th percentile. 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 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 grade level courses. Grade level mathematics and science classes Evidence is presented that English Learners were less likely to enroll in grade level mathematics courses in grades seven through nine. A smaller percentage of students at ELD levels 1-3 were enrolled in grade level mathematics courses than students at ELD levels 4-5 or English only students in grades seven (ELD 1-3, 19%; ELD 4-5, 65%; English only, 75%), eight (ELD 1-3, 11%; ELD 4-5, 18%; English only, 35%), and nine (ELD 1-3, 17%; ELD 4-5, 27%; English only, 30%). Algebra is the grade level mathematics course for grades eight and nine and is offered as a one or two-year course. Examination of algebra enrollment patterns for English 26
Learners indicates students were slightly more likely to enroll in two-year algebra than English only students in grade nine (ELD 1-3, 85%; ELD 4-5, 78%; English only, 80%). However, evidence suggests a larger percentage of English only (21%) than English Learner (3%) students completed algebra in grade eight. Enrollment in college preparatory science courses also suggests disparities between English Learners and English only students. For example, about twice as many students at ELD levels 1-3 than English only students were not enrolled in college preparatory science in grades nine (ELD 1-3, 8%; English only, 5%) and ten (ELD 1-3, 9%; English only, 4%). Completion of University of California requirements Another indicator of curricular access is the extent high school graduates met requirements for enrollment in the University of California (UC). During the 2000-01 academic year, 45% of English Learners met UC requirements compared to 67% of English only and 61% of redesignated students. 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 rates 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 10). 27
Table 10 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 (grades 9-12) AP Enrollment (grades 9-12) District Enrollment (grades 9-12) English Learners English Only FEP-R 1998 2001 1998 2001 1998 2001 5% 6% 80% 77% 15% 17% 6% 6% 75% 78% 19% 16% 26% 26% 66% 66% 8% 8% Alternative Education. Student enrollment in alternative education programs is indicated in Table 11. English Learners were much less likely than English only students to be enrolled in alternative education programs in 2001 (17% and 80%, respectively). 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 11 Percent of English Learners, English-Only, and Fluent English Proficient-Redesignated (FEP-R) 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 2000 2001 2000 2001 2000 2001 15% 17% 81% 80% 4% 3% 26% 26% 66% 66% 8% 8% Special Education. As indicated in Table 12, there was a decrease in the percentage of secondary English Learners (grades 7 through 12) enrolled in the Resource Specialist Program (RSP) in 2001. A slight decrease was found in the percentage of high school English Learners enrolled in Special Day Classes in 1998 compared to 2001. However, FUSD does not appear to have wide disparities in Special Education rates between English Learners and non-english Learners found by others (U.S. Department of Education, 1994). 28
Table 12 Percent of English and Non-English Learner Students Placed in Resource Specialist Program (RSP) and Special Day Classes (SDC) 1998 and 2001 English Learners Non-English Learners 1998 2001 1998 2001 Grades 1-6 RSP 5% (711) 4% (605) 8% (1642) 4% (1316) SDC 2% (308) 2% (339) 4% (858) 3% (979) Grades 7-8 RSP 10% (281) 8% (273) 9% (601) 6% (533) SDC 5% (153) 4% (150) 5% (354) 5% (431) Grades 9-12 RSP 8% (325) 8% (433) 6% (788) 6% (1092) SDC 5% (229) 3% (243) 5% (601) 5% (836) 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 student at risk designation, failing grades, 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 13. 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 13, a higher percentage of English only students (8%) were classified at-risk than English Learners (5%) or FEP-R (2%) students in grades one through six. However, the percentage of at risk students 29