do all high school graduates count? unintended
TRANSCRIPT
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Do All High School Graduates Count?
Unintended Consequences of
State Accountability Policies for
English Learner Students
Webinar
April 29, 2019
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Logistics
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Presenters
© 2019 Migration Policy Institute
Margie McHugh, Director, National Center on Immigrant Integration Policy, MPI
Julie Sugarman, Senior Policy Analyst for PreK-12 Education, Migration Policy Institute
Russell W. Rumberger, Professor Emeritus, Gevirtz Graduate School of Education, UC Santa Barbara; Director, California Dropout Research Project
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MPI National Center onImmigrant Integration Policy
Primary Areas of Work:
• Education and Training:
- Early Childhood
- K-16
- Adult Education and Workforce
Development
• Language Access and Other Benefits
• Governance of Integration Policy
• International Initiatives
www.migrationpolicy.org/integration© 2019 Migration Policy Institute
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Context for Today’s Release
The Unintended
Consequences for
English Learners of
Using the Four-Year
Graduation Rate for
School Accountability
By Julie Sugarman
© 2019 Migration Policy Institute
www.migrationpolicy.org/integration
http://bit.ly/EL4yrgradrate
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Julie Sugarman
Julie Sugarman is Senior Policy Analyst for PreK-12 Education at
MPI’s National Center on Immigrant Integration Policy, where she
focuses on issues related to immigrant and English Learner (EL)
students. Among her areas of focus: policies, funding mechanisms,
and district- and school-level practices that support high-quality
instructional services for these youth, as well as the particular needs
of immigrant and refugee students who first enter U.S. schools at the
middle and high school levels.
Dr. Sugarman came to MPI from the Center for Applied Linguistics,
where she specialized in the evaluation of educational programs for
language learners and in dual language/two-way immersion
programs. She also provided evaluation expertise to the Cultural
Orientation Resource Center at CAL, where she developed a toolkit to
help practitioners assess the effectiveness of cultural and community
orientation programs for refugees settled in the United States.
Dr. Sugarman earned a B.A. in anthropology and French from Bryn
Mawr College, an M.A. in anthropology from the University of Virginia,
and a Ph.D. in second language education and culture from the
University of Maryland, College Park.
© 2019 Migration Policy Institute
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➢Newcomer students with interrupted formal
education (SIFE)
➢Newcomer students at or close to grade level
➢Progressing ELs
➢Long-term ELs
© 2019 Migration Policy Institute
Who are High School English Learners (ELs)?
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ACGR
© 2019 Migration Policy Institute
4-Year Adjusted Cohort Graduation Rate
(ACGR) for the Class of 2018
▪ Transfer to program leading to a regular diploma
▪ Emigration▪ Death
Number of graduates in 2018
First time 9th graders in 2014–15
Transfers in+ Transfers
out–=
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0 10 20 30 40 50 60 70 80 90 100
White
Hispanic
Black
Asian/Pacific Islander
Amer. Indian / Alaska Native
Students with disabilities
Economically disadvantaged
English Learner
Total
Share of Cohort (%)
© 2019 Migration Policy Institute
4-year Adjusted Cohort Graduation
Rate, 2016-17
Source: National Center for Education Statistics, “Table 1. Public High School 4-year Adjusted Cohort Graduation Rate (ACGR), by Race/ethnicity and Selected Demographic Characteristics for the United States, the 50 States, and the District of Columbia: School Year 2016–17,” accessed April 24, 2019, https://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2016-17.asp.
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Elementary and Middle Schools
High Schools
Academic achievement (English language arts and math)
Progress in attainingEnglish language proficiency
Indicator of school quality or student success
Additional measure of academic progress
Graduation rates(ACGR)
© 2019 Migration Policy Institute
Every Student Succeeds Act (ESSA)
Accountability Indicators
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Graduation rate less than
67%
Title I schools failing with
subgroups over time
Lowest 5% of Title I schools
© 2019 Migration Policy Institute
Identifying Schools for Comprehensive
Support & Improvement (CSI) under ESSA
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© 2019 Migration Policy Institute
States that Include Extended-Year ACGR(s)
in CSI Calculations
Source: State ESSA plans
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© 2019 Migration Policy Institute
Four-, Five-, and Six-Year ACGR in
Select States, Class of 2015
0 10 20 30 40 50 60 70 80 90 100
AllELs
AllELs
AllELs
AllELs
AllELs
AllELs
AllELs
AllELs
AllELs
WV
TXM
IW
YM
AC
OW
AM
DN
Y
Share of Cohort (%)
4-Year 5-year 6-year
New York State
Maryland
Washington State
Colorado
Massachusetts
Wyoming
Michigan
Texas
West Virginia
Source: Julie Sugarman, The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability(Washington, DC: MPI, 2019).
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© 2019 Migration Policy Institute
Share of the Class of 2015 to
Graduate in 5 Years (in 2016)
0%
2%
4%
6%
8%
10%
12%
14%
WV VA WY DE NC RI KY IA IL MA TX MI NY MN AK NM PA WA WI OR CO MD NE
Sh
are
of
Co
ho
rt
English Learners Students with Disabilities Economically Disadvantaged White Black
Source: Julie Sugarman, The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability(Washington, DC: MPI, 2019).
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➢All students held to high standards
➢Unintended consequences
• Gaming the system
• Refusing to enroll older newcomers
• Accelerating course of study for newcomers
© 2019 Migration Policy Institute
Significance of ACGR for
Accountability
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Russell Rumberger
Russ Rumberger is a Professor Emeritus in the Department of Education at the
University of California, Santa Barbara (UCSB). A faculty member at UCSB from
1987 to 2015, Dr. Rumberger published widely in several areas of education:
education and work; the schooling of disadvantaged students, particularly school
dropouts and linguistic minority students; school effectiveness; and education policy.
He served as a member of the National Research Council’s Committee on
Increasing High School Students’ Engagement and Motivation to Learn, which
issued, Engaging Schools: Fostering High School Students' Motivation to Learn
(2003). He was a member on the U.S. Department of Education, Institute of
Education Sciences panel that produced the Dropout Prevention Practice Guide
(2008). He also authored the book, Dropping Out: Why Students Drop Out of High
School and What Can Be Done About It (Harvard University Press, 2011).
He served as the Vice Provost for Education Partnerships in the University of
California Office of the President from 2010-12. He directs the California Dropout
Research Project, which produced a series of reports about California’s dropout
problem and a state policy agenda to improve California’s high school graduation
rate. In 2013 he was made an American Educational Research Association (AERA)
Fellow and received AERA’s Elizabeth G. Cohen Distinguished Career in Applied
Sociology of Education Award. In 2016 he was elected to the National Academy of
Education. He received a Ph.D. in Education and a M.A. in Economics from Stanford
University and a B.S. in Electrical Engineering from Carnegie-Mellon University.
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Strengths and Weaknesses of Alternative High School
Graduation Rates
Russell W. Rumberger
UC Santa Barbara
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Figure 1. National rates of high school graduation 2000-01 thru 2015-16
0.6
0.65
0.7
0.75
0.8
0.85
0.9
0.95
Status Completion Rate AFGR ACGR
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Figure 2. California rates of high school graduation 2010-11 thru 2017-18
0.7
0.72
0.74
0.76
0.78
0.8
0.82
0.84
0.86
2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
California* National**
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Table 1. California adjusted cohort graduation rates
2010-11 2011-12
Cohort students 503,273 500,974
Cohort graduates 388,236 395,098
Cohort still enrolled 37,323 36,507
Non-cohort graduates 22,240 23,500
Total graduates 410,476 418,598
4-year cohort graduation rate 77.1% 78.9%
5-year cohort graduation rate 80.3% 82.4%
6-year cohort graduation rate 81.4% 82.9%
Expanded 4-year cohort graduation rate method 1 81.8% 83.6%
Expanded 4–year cohort graduation rate method 2 80.9% 82.5%
Averaged Freshman Graduation Rate (AFGR) 79.7% 81.7%
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Table 2. Comparison of alternative California graduation rates by School Type
California State 2011-12 2012-13 2013-14 Total graduates 418,598 422,177 422,177Cohort graduation rate 78.9% 80.4% 80.9%Grade 12 graduation rate 82.8% 83.8% 84.7%
Comprehensive high schools 2011-12 2012-13 2013-14 Total graduates 342,070 344,260 343,529Cohort graduation rate 89.6% 90.8% 91.5%Grade 12 graduation rate 90.8% 90.9% 91.1%
Charter high schools 2011-12 2012-13 2013-14 Total graduates 29,081 30,162 32,780Cohort graduation rate 57.9% 60.4% 62.5%Grade 12 graduation rate 78.4% 76.6% 74.1%
Alternative high schools 2011-12 2012-13 2013-14 Total graduates 47,447 47,755 45,868Cohort graduation rate 41.9% 42.4% 40.9%Grade 12 graduation rate 47.8% 54.2% 59.6%
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Q & A
➢ Use Q&A chat function to write questions
➢ Or email [email protected] with
your questions
➢ Or tweet questions to @MigrationPolicy
#MPIdiscuss
➢ Slides and audio will be available at:
http://www.migrationpolicy.org/events
© 2019 Migration Policy Institute
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