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Washington English Language Proficiency Assessment (WELPA) Annual Assessment Technical Report 2014–2015 School Year

Prepared by

CTB/McGraw-Hill Education

for

Office of the Superintendent of Public Instruction

P.O. Box 47200

Olympia, WA 98504-7200

November, 2015

Developed and published under contract with the State of Washington Office of the Superintendent of Public Instruction (OSPI) by CTB/McGraw-Hill LLC, 20 Ryan Ranch Road, Monterey, California 93940-5703. Student data contained in the report are copyright © 2015 by OSPI. Report structure and format, including but not limited to standard setting processes and algorithms, are part of the Standard Setting Procedure, copyright © 2004 by CTB/McGraw-Hill LLC. All rights reserved. Only Washington State educators and citizens may copy and/or download and print the document, located online at http://www.k12.wa.us/assessment/TechReports.aspx. Any other use or reproduction of this document, in whole or in part, requires written permission of the State of Washington Superintendent of Public Instruction and the publisher. LAS Links and Bookmark Standard Setting Procedure are trademarks of McGraw-Hill Education LLC.

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Copyright © 2015 by the State of Washington Office of the Superintendent of Public Instruction (OSPI). PAGE I Portions copyright © 2004 by CTB/McGraw-Hill LLC.

WASHINGTION ENGLISH LANGUAGE PROFICIENCY ASSESSMENT

WELPA–Annual Test, 2014–15 Technical Report

Table of Contents

LIST OF TABLES ......................................................................................................................III

LIST OF FIGURES .................................................................................................................... X

EXECUTIVE SUMMARY ........................................................................................................... 1

SECTION I: TEST AND TEST APPLICATIONS ........................................................................ 4

Chapter 1 Introduction ............................................................................................................ 4

1.1 Intended Score Interpretations and Test Uses ...................................................... 4

1.2 Target Test Population .......................................................................................... 4

1.3 Testing Window .................................................................................................... 5

SECTION II: TEST OPERATIONS ............................................................................................ 6

Chapter 2 Test Development and Test Scales ........................................................................ 6

2.1 Test Structure ....................................................................................................... 6

2.2 Item and Form Development ................................................................................. 9

2.3 Alignment to the WA ELD Standards ...................................................................12

2.4 Test Scales and Types of Scores .........................................................................12

2.5 Quality Control Evidence .....................................................................................19

Chapter 3 Test Administration ...............................................................................................20

3.1 Administration Materials .......................................................................................20

3.2 Training Materials and Activities ..........................................................................20

3.3 Test Accommodations .........................................................................................21


Chapter 4 Scoring and Reporting ..........................................................................................24

4.1 Scoring Process ...................................................................................................24

4.2 Reporting .............................................................................................................25


Chapter 5 Cut Score Review .................................................................................................28

5.1 Purpose ...............................................................................................................28

5.2 Summary .............................................................................................................28

Copyright © 2015 by the State of Washington Office of the Superintendent of Public Instruction (OSPI). PAGE II Portions copyright © 2004 by CTB/McGraw-Hill LLC.

SECTION III: TEST EVALUATION ...........................................................................................35

Chapter 6 Data Analyses of the 2014–15 Operational Test ...................................................35

6.1 Test-Level Statistics .............................................................................................35

6.2 Item-Level Statistics .............................................................................................52

Chapter 7 Test Fairness ........................................................................................................54

7.1 Types of Evidence ...............................................................................................54

7.2 Summary of Evidence ..........................................................................................55

Chapter 8 Reliability and Validity ...........................................................................................58

8.1 Types of Evidence ...............................................................................................58

8.2 Summary of Evidence ..........................................................................................59

REFERENCES .........................................................................................................................61

APPENDICES...........................................................................................................................63

Appendix A Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM) ..........................................63

Appendix B Domain-Specific Raw Score Statistics ................................................................70

Appendix C Domain-Specific Scale Score Statistics ..............................................................75

Appendix D Subgroup Domain-Specific Score Statistics ........................................................80

Appendix E Domain-Specific Performance Level Distributions ............................................ 185

Appendix F Subgroup Base-Domain Performance Level Distributions ................................. 190

Appendix G Domain-Specific Classification Accuracy and Consistency Results, Conditional on Performance Level .................................................................. 243

Appendix H Domain-Specific Classification Accuracy and Consistency Results, Conditional on Cutpoint ................................................................................... 248

Appendix I Domain-Specific Item Statistics by Grade .......................................................... 257

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LIST OF TABLES Table 1. 2015 WELPA Test Structure for Grades K–1 ................................................................................................... 6 Table 2. 2015 WELPA Test Structure for Grades 2–3 ................................................................................................... 7 Table 3. 2015 WELPA Test Structure for Grades 4–5 ................................................................................................... 7 Table 4. 2015 WELPA Test Structure for Grades 6–8 ................................................................................................... 7 Table 5. 2015 WELPA Test Structure for Grades 9–12 ................................................................................................. 8 Table 6. 2015 WELPA LOSS and HOSS ..................................................................................................................... 14 Table 7. Number of Cases in Calibration at Each Test Level ....................................................................................... 16 Table 8. Number of Anchor Items ................................................................................................................................ 16 Table 9. Projected and Observed AMAO-1 and AMAO-2 State-Level Results ............................................................ 17 Table 10. 2015 WELPA Cut Scores ............................................................................................................................. 28 Table 11. Raw Score Statistics, Overall ....................................................................................................................... 36 Table 12. Scale Score Statistics, Overall ..................................................................................................................... 36 Table 13. WELPA 2012–2015 Mean Scale Scores, Overall ........................................................................................ 37 Table 14. Subgroup Statistics, Overall, Kindergarten ................................................................................................... 39 Table 15. Subgroup Statistics, Overall, Grade 1 .......................................................................................................... 39 Table 16. Subgroup Statistics, Overall, Grade 2 .......................................................................................................... 40 Table 17. Subgroup Statistics, Overall, Grade 3 .......................................................................................................... 40 Table 18. Subgroup Statistics, Overall, Grade 4 .......................................................................................................... 41 Table 19. Subgroup Statistics, Overall, Grade 5 .......................................................................................................... 41 Table 20. Subgroup Statistics, Overall, Grade 6 .......................................................................................................... 42 Table 21. Subgroup Statistics, Overall, Grade 7 .......................................................................................................... 42 Table 22. Subgroup Statistics, Overall, Grade 8 .......................................................................................................... 43 Table 23. Subgroup Statistics, Overall, Grade 9 .......................................................................................................... 43 Table 24. Subgroup Statistics, Overall, Grade 10 ........................................................................................................ 44 Table 25. Subgroup Statistics, Overall, Grade 11 ........................................................................................................ 44 Table 26. Subgroup Statistics, Overall, Grade 12 ........................................................................................................ 45 Table 27. Performance Level Distributions, Overall ..................................................................................................... 46 Table 28. Performance Level Distributions for WELPA 2014–2015, Overall ................................................................ 46 Table 29. Domain-Level Correlations by Grade Span Level ........................................................................................ 48 Table 30. Inter-Rater Agreement Statistics .................................................................................................................. 48 Table 31. Classification Accuracy and Consistency Results, Conditional on Performance Level, Overall ................... 51 Table 32. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Overall .................................... 51 Table 33. Kindergarten Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard

Error of Measurement (SEM) ................................................................................................................... 64 Table 34. Grade 1 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error

of Measurement (SEM) ............................................................................................................................ 65 Table 35. Grades 2–3 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard

Error of Measurement (SEM) ................................................................................................................... 66

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Table 36. Grades 4–5 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM) ................................................................................................................... 67



Table 39. Raw Score Statistics, Listening .................................................................................................................... 71 Table 40. Raw Score Statistics, Speaking ................................................................................................................... 71 Table 41. Raw Score Statistics, Reading ..................................................................................................................... 72 Table 42. Raw Score Statistics, Writing ....................................................................................................................... 72 Table 43. Raw Score Statistics, Comprehension ......................................................................................................... 73 Table 44. Raw Score Statistics, Oral ............................................................................................................................ 73 Table 45. Raw Score Statistics, Productive ................................................................................................................. 74 Table 46. Raw Score Statistics, Literacy ...................................................................................................................... 74 Table 47. Scale Score Statistics, Listening .................................................................................................................. 76 Table 48. Scale Score Statistics, Speaking .................................................................................................................. 76 Table 49. Scale Score Statistics, Reading ................................................................................................................... 77 Table 50. Scale Score Statistics, Writing ..................................................................................................................... 77 Table 51. Scale Score Statistics, Comprehension ....................................................................................................... 78 Table 52. Scale Score Statistics, Oral .......................................................................................................................... 78 Table 53. Scale Score Statistics, Productive ................................................................................................................ 79 Table 54. Scale Score Statistics, Literacy .................................................................................................................... 79 Table 55. Subgroup Statistics, Listening, Kindergarten ................................................................................................ 81 Table 56. Subgroup Statistics, Listening, Grade 1 ....................................................................................................... 82 Table 57. Subgroup Statistics, Listening, Grade 2 ....................................................................................................... 83 Table 58. Subgroup Statistics, Listening, Grade 3 ....................................................................................................... 84 Table 59. Subgroup Statistics, Listening, Grade 4 ....................................................................................................... 85 Table 60. Subgroup Statistics, Listening, Grade 5 ....................................................................................................... 86 Table 61. Subgroup Statistics, Listening, Grade 6 ....................................................................................................... 87 Table 62. Subgroup Statistics, Listening, Grade 7 ....................................................................................................... 88 Table 63. Subgroup Statistics, Listening, Grade 8 ....................................................................................................... 89 Table 64. Subgroup Statistics, Listening, Grade 9 ....................................................................................................... 90 Table 65. Subgroup Statistics, Listening, Grade 10 ..................................................................................................... 91 Table 66. Subgroup Statistics, Listening, Grade 11 ..................................................................................................... 92 Table 67. Subgroup Statistics, Listening, Grade 12 ..................................................................................................... 93 Table 68. Subgroup Statistics, Speaking, Kindergarten ............................................................................................... 94 Table 69. Subgroup Statistics, Speaking, Grade 1 ....................................................................................................... 95 Table 70. Subgroup Statistics, Speaking, Grade 2 ....................................................................................................... 96 Table 71. Subgroup Statistics, Speaking, Grade 3 ....................................................................................................... 97 Table 72. Subgroup Statistics, Speaking, Grade 4 ....................................................................................................... 98 Table 73. Subgroup Statistics, Speaking, Grade 5 ....................................................................................................... 99

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Table 74. Subgroup Statistics, Speaking, Grade 6 ..................................................................................................... 100 Table 75. Subgroup Statistics, Speaking, Grade 7 ..................................................................................................... 101 Table 76. Subgroup Statistics, Speaking, Grade 8 ..................................................................................................... 102 Table 77. Subgroup Statistics, Speaking, Grade 9 ..................................................................................................... 103 Table 78. Subgroup Statistics, Speaking, Grade 10 ................................................................................................... 104 Table 79. Subgroup Statistics, Speaking, Grade 11 ................................................................................................... 105 Table 80. Subgroup Statistics, Speaking, Grade 12 ................................................................................................... 106 Table 81. Subgroup Statistics, Reading, Kindergarten ............................................................................................... 107 Table 82. Subgroup Statistics, Reading, Grade 1 ...................................................................................................... 108 Table 83. Subgroup Statistics, Reading, Grade 2 ...................................................................................................... 109 Table 84. Subgroup Statistics, Reading, Grade 3 ...................................................................................................... 110 Table 85. Subgroup Statistics, Reading, Grade 4 ...................................................................................................... 111 Table 86. Subgroup Statistics, Reading, Grade 5 ...................................................................................................... 112 Table 87. Subgroup Statistics, Reading, Grade 6 ...................................................................................................... 113 Table 88. Subgroup Statistics, Reading, Grade 7 ...................................................................................................... 114 Table 89. Subgroup Statistics, Reading, Grade 8 ...................................................................................................... 115 Table 90. Subgroup Statistics, Reading, Grade 9 ...................................................................................................... 116 Table 91. Subgroup Statistics, Reading, Grade 10 .................................................................................................... 117 Table 92. Subgroup Statistics, Reading, Grade 11 .................................................................................................... 118 Table 93. Subgroup Statistics, Reading, Grade 12 .................................................................................................... 119 Table 94. Subgroup Statistics, Writing, Kindergarten ................................................................................................. 120 Table 95. Subgroup Statistics, Writing, Grade 1 ........................................................................................................ 121 Table 96. Subgroup Statistics, Writing, Grade 2 ........................................................................................................ 122 Table 97. Subgroup Statistics, Writing, Grade 3 ........................................................................................................ 123 Table 98. Subgroup Statistics, Writing, Grade 4 ........................................................................................................ 124 Table 99. Subgroup Statistics, Writing, Grade 5 ........................................................................................................ 125 Table 100. Subgroup Statistics, Writing, Grade 6 ...................................................................................................... 126 Table 101. Subgroup Statistics, Writing, Grade 7 ...................................................................................................... 127 Table 102. Subgroup Statistics, Writing, Grade 8 ...................................................................................................... 128 Table 103. Subgroup Statistics, Writing, Grade 9 ...................................................................................................... 129 Table 104. Subgroup Statistics, Writing, Grade 10 .................................................................................................... 130 Table 105. Subgroup Statistics, Writing, Grade 11 .................................................................................................... 131 Table 106. Subgroup Statistics, Writing, Grade 12 .................................................................................................... 132 Table 107. Subgroup Statistics, Comprehension, Kindergarten ................................................................................. 133 Table 108. Subgroup Statistics, Comprehension, Grade 1 ........................................................................................ 134 Table 109. Subgroup Statistics, Comprehension, Grade 2 ........................................................................................ 135 Table 110. Subgroup Statistics, Comprehension, Grade 3 ........................................................................................ 136 Table 111. Subgroup Statistics, Comprehension, Grade 4 ........................................................................................ 137 Table 112. Subgroup Statistics, Comprehension, Grade 5 ........................................................................................ 138 Table 113. Subgroup Statistics, Comprehension, Grade 6 ........................................................................................ 139

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Table 114. Subgroup Statistics, Comprehension, Grade 7 ........................................................................................ 140 Table 115. Subgroup Statistics, Comprehension, Grade 8 ........................................................................................ 141 Table 116. Subgroup Statistics, Comprehension, Grade 9 ........................................................................................ 142 Table 117. Subgroup Statistics, Comprehension, Grade 10 ...................................................................................... 143 Table 118. Subgroup Statistics, Comprehension, Grade 11 ...................................................................................... 144 Table 119. Subgroup Statistics, Comprehension, Grade 12 ...................................................................................... 145 Table 120. Subgroup Statistics, Oral, Kindergarten ................................................................................................... 146 Table 121. Subgroup Statistics, Oral, Grade 1 ........................................................................................................... 147 Table 122. Subgroup Statistics, Oral, Grade 2 ........................................................................................................... 148 Table 123. Subgroup Statistics, Oral, Grade 3 ........................................................................................................... 149 Table 124. Subgroup Statistics, Oral, Grade 4 ........................................................................................................... 150 Table 125. Subgroup Statistics, Oral, Grade 5 ........................................................................................................... 151 Table 126. Subgroup Statistics, Oral, Grade 6 ........................................................................................................... 152 Table 127. Subgroup Statistics, Oral, Grade 7 ........................................................................................................... 153 Table 128. Subgroup Statistics, Oral, Grade 8 ........................................................................................................... 154 Table 129. Subgroup Statistics, Oral, Grade 9 ........................................................................................................... 155 Table 130. Subgroup Statistics, Oral, Grade 10 ......................................................................................................... 156 Table 131. Subgroup Statistics, Oral, Grade 11 ......................................................................................................... 157 Table 132. Subgroup Statistics, Oral, Grade 12 ......................................................................................................... 158 Table 133. Subgroup Statistics, Productive, Kindergarten ......................................................................................... 159 Table 134. Subgroup Statistics, Productive, Grade 1................................................................................................. 160 Table 135. Subgroup Statistics, Productive, Grade 2................................................................................................. 161 Table 136. Subgroup Statistics, Productive, Grade 3................................................................................................. 162 Table 137. Subgroup Statistics, Productive, Grade 4................................................................................................. 163 Table 138. Subgroup Statistics, Productive, Grade 5................................................................................................. 164 Table 139. Subgroup Statistics, Productive, Grade 6................................................................................................. 165 Table 140. Subgroup Statistics, Productive, Grade 7................................................................................................. 166 Table 141. Subgroup Statistics, Productive, Grade 8................................................................................................. 167 Table 142. Subgroup Statistics, Productive, Grade 9................................................................................................. 168 Table 143. Subgroup Statistics, Productive, Grade 10 ............................................................................................... 169 Table 144. Subgroup Statistics, Productive, Grade 11 ............................................................................................... 170 Table 145. Subgroup Statistics, Productive, Grade 12 ............................................................................................... 171 Table 146. Subgroup Statistics, Literacy, Kindergarten ............................................................................................. 172 Table 147. Subgroup Statistics, Literacy, Grade 1 ..................................................................................................... 173 Table 148. Subgroup Statistics, Literacy, Grade 2 ..................................................................................................... 174 Table 149. Subgroup Statistics, Literacy, Grade 3 ..................................................................................................... 175 Table 150. Subgroup Statistics, Literacy, Grade 4 ..................................................................................................... 176 Table 151. Subgroup Statistics, Literacy, Grade 5 ..................................................................................................... 177 Table 152. Subgroup Statistics, Literacy, Grade 6 ..................................................................................................... 178 Table 153. Subgroup Statistics, Literacy, Grade 7 ..................................................................................................... 179

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Table 154. Subgroup Statistics, Literacy, Grade 8 ..................................................................................................... 180 Table 155. Subgroup Statistics, Literacy, Grade 9 ..................................................................................................... 181 Table 156. Subgroup Statistics, Literacy, Grade 10 ................................................................................................... 182 Table 157. Subgroup Statistics, Literacy, Grade 11 ................................................................................................... 183 Table 158. Subgroup Statistics, Literacy, Grade 12 ................................................................................................... 184 Table 159. Performance Level Distributions, Listening .............................................................................................. 186 Table 160. Performance Level Distributions, Speaking .............................................................................................. 186 Table 161. Performance Level Distributions, Reading ............................................................................................... 187 Table 162. Performance Level Distributions, Writing ................................................................................................. 187 Table 163. Performance Level Distributions, Comprehension ................................................................................... 188 Table 164. Performance Level Distributions, Oral ...................................................................................................... 188 Table 165. Performance Level Distributions, Productive ............................................................................................ 189 Table 166. Performance Level Distributions, Literacy ................................................................................................ 189 Table 167. Subgroup Performance Level Distributions, Listening, Kindergarten ....................................................... 191 Table 168. Subgroup Performance Level Distributions, Listening, Grade 1 ............................................................... 192 Table 169. Subgroup Performance Level Distributions, Listening, Grade 2 ............................................................... 193 Table 170. Subgroup Performance Level Distributions, Listening, Grade 3 ............................................................... 194 Table 171. Subgroup Performance Level Distributions, Listening, Grade 4 ............................................................... 195 Table 172. Subgroup Performance Level Distributions, Listening, Grade 5 ............................................................... 196 Table 173. Subgroup Performance Level Distributions, Listening, Grade 6 ............................................................... 197 Table 174. Subgroup Performance Level Distributions, Listening, Grade 7 ............................................................... 198 Table 175. Subgroup Performance Level Distributions, Listening, Grade 8 ............................................................... 199 Table 176. Subgroup Performance Level Distributions, Listening, Grade 9 ............................................................... 200 Table 177. Subgroup Performance Level Distributions, Listening, Grade 10 ............................................................. 201 Table 178. Subgroup Performance Level Distributions, Listening, Grade 11 ............................................................. 202 Table 179. Subgroup Performance Level Distributions, Listening, Grade 12 ............................................................. 203 Table 180. Subgroup Performance Level Distributions, Speaking, Kindergarten ....................................................... 204 Table 181. Subgroup Performance Level Distributions, Speaking, Grade 1 .............................................................. 205 Table 182. Subgroup Performance Level Distributions, Speaking, Grade 2 .............................................................. 206 Table 183. Subgroup Performance Level Distributions, Speaking, Grade 3 .............................................................. 207 Table 184. Subgroup Performance Level Distributions, Speaking, Grade 4 .............................................................. 208 Table 185. Subgroup Performance Level Distributions, Speaking, Grade 5 .............................................................. 209 Table 186. Subgroup Performance Level Distributions, Speaking, Grade 6 .............................................................. 210 Table 187. Subgroup Performance Level Distributions, Speaking, Grade 7 .............................................................. 211 Table 188. Subgroup Performance Level Distributions, Speaking, Grade 8 .............................................................. 212 Table 189. Subgroup Performance Level Distributions, Speaking, Grade 9 .............................................................. 213 Table 190. Subgroup Performance Level Distributions, Speaking, Grade 10 ............................................................ 214 Table 191. Subgroup Performance Level Distributions, Speaking, Grade 11 ............................................................ 215 Table 192. Subgroup Performance Level Distributions, Speaking, Grade 12 ............................................................ 216 Table 193. Subgroup Performance Level Distributions, Reading, Kindergarten ........................................................ 217

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Table 194. Subgroup Performance Level Distributions, Reading, Grade 1 ................................................................ 218 Table 195. Subgroup Performance Level Distributions, Reading, Grade 2 ................................................................ 219 Table 196. Subgroup Performance Level Distributions, Reading, Grade 3 ................................................................ 220 Table 197. Subgroup Performance Level Distributions, Reading, Grade 4 ................................................................ 221 Table 198. Subgroup Performance Level Distributions, Reading, Grade 5 ................................................................ 222 Table 199. Subgroup Performance Level Distributions, Reading, Grade 6 ................................................................ 223 Table 200. Subgroup Performance Level Distributions, Reading, Grade 7 ................................................................ 224 Table 201. Subgroup Performance Level Distributions, Reading, Grade 8 ................................................................ 225 Table 202. Subgroup Performance Level Distributions, Reading, Grade 9 ................................................................ 226 Table 203. Subgroup Performance Level Distributions, Reading, Grade 10 .............................................................. 227 Table 204. Subgroup Performance Level Distributions, Reading, Grade 11 .............................................................. 228 Table 205. Subgroup Performance Level Distributions, Reading, Grade 12 .............................................................. 229 Table 206. Subgroup Performance Level Distributions, Writing, Kindergarten .......................................................... 230 Table 207. Subgroup Performance Level Distributions, Writing, Grade 1 .................................................................. 231 Table 208. Subgroup Performance Level Distributions, Writing, Grade 2 .................................................................. 232 Table 209. Subgroup Performance Level Distributions, Writing, Grade 3 .................................................................. 233 Table 210. Subgroup Performance Level Distributions, Writing, Grade 4 .................................................................. 234 Table 211. Subgroup Performance Level Distributions, Writing, Grade 5 .................................................................. 235 Table 212. Subgroup Performance Level Distributions, Writing, Grade 6 .................................................................. 236 Table 213. Subgroup Performance Level Distributions, Writing, Grade 7 .................................................................. 237 Table 214. Subgroup Performance Level Distributions, Writing, Grade 8 .................................................................. 238 Table 215. Subgroup Performance Level Distributions, Writing, Grade 9 .................................................................. 239 Table 216. Subgroup Performance Level Distributions, Writing, Grade 10 ................................................................ 240 Table 217. Subgroup Performance Level Distributions, Writing, Grade 11 ................................................................ 241 Table 218. Subgroup Performance Level Distributions, Writing, Grade 12 ................................................................ 242 Table 219. Classification Accuracy and Consistency Results, Conditional on Performance Level, Listening ............ 244 Table 220. Classification Accuracy and Consistency Results, Conditional on Performance Level, Speaking ........... 244 Table 221. Classification Accuracy and Consistency Results, Conditional on Performance Level, Reading ............. 245 Table 222. Classification Accuracy and Consistency Results, Conditional on Performance Level, Writing ............... 245 Table 223. Classification Accuracy and Consistency Results, Conditional on Performance Level, Comprehension . 246 Table 224. Classification Accuracy and Consistency Results, Conditional on Performance Level, Oral.................... 246 Table 225. Classification Accuracy and Consistency Results, Conditional on Performance Level, Productive ......... 247 Table 226. Classification Accuracy and Consistency Results, Conditional on Performance Level, Literacy .............. 247 Table 227. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Listening ............................. 249 Table 228. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Speaking ............................ 250 Table 229. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Reading .............................. 251 Table 230. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Writing ................................ 252 Table 231. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Comprehension .................. 253 Table 232. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Oral .................................... 254 Table 233. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Productive .......................... 255

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Table 234. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Literacy .............................. 256 Table 235. Item Statistics, Listening, K–1 .................................................................................................................. 258 Table 236. Item Statistics, Listening, 2–3 ................................................................................................................... 258 Table 237. Item Statistics, Listening, 4–5 ................................................................................................................... 259 Table 238. Item Statistics, Listening, 6–8 ................................................................................................................... 259 Table 239. Item Statistics, Listening, 9–12 ................................................................................................................. 260 Table 240. Item Statistics, Speaking, K–1 .................................................................................................................. 261 Table 241. Item Statistics, Speaking, 2–3 .................................................................................................................. 261 Table 242. Item Statistics, Speaking, 4–5 .................................................................................................................. 262 Table 243. Item Statistics, Speaking, 6–8 .................................................................................................................. 263 Table 244. Item Statistics, Speaking, 9–12 ................................................................................................................ 263 Table 245. Item Statistics, Reading, K–1 ................................................................................................................... 264 Table 246. Item Statistics, Reading, 2–3 .................................................................................................................... 265 Table 247. Item Statistics, Reading, 4–5 .................................................................................................................... 266 Table 248. Item Statistics, Reading, 6–8 .................................................................................................................... 267 Table 249. Item Statistics, Reading, 9–12 .................................................................................................................. 268 Table 250. Item Statistics, Writing, K–1 ..................................................................................................................... 269 Table 251. Item Statistics, Writing, 2–3 ...................................................................................................................... 269 Table 252. Item Statistics, Writing, 4–5 ...................................................................................................................... 270 Table 253. Item Statistics, Writing, 6–8 ...................................................................................................................... 270 Table 254. Item Statistics, Writing, 9–12 .................................................................................................................... 271

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LIST OF FIGURES Figure 1. Grade Span Level x Domain Forms in the Year 4 WELPA Form C Assessment .......................................... 15 Figure 2. Projected and Observed AMAO-1 State-Level Results ................................................................................. 18 Figure 3. Projected and Observed AMAO-2 State-Level Results ................................................................................. 18 Figure 4. Impact Data of WELPA 2012–2015, Overall ...................................................................................... 32 Figure 5. Impact Data of WELPA 2012–2015, Listening .............................................................................................. 33 Figure 6. Impact Data of WELPA 2012–2015, Speaking ............................................................................................. 33 Figure 7. Impact Data of WELPA 2012–2015, Reading ............................................................................................... 34 Figure 8. Impact Data of WELPA 2012–2015, Writing ................................................................................................. 34 Figure 9. WELPA 2012–2015 Mean Scale Scores, Overall ......................................................................................... 37

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EXECUTIVE SUMMARY

This report describes the spring 2015 Washington English Language Proficiency Assessment (WELPA) and its uses, and documents technical information that is intended to inform stakeholders in their interpretations and uses of the WELPA test scores. The Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014; hereafter “the Testing Standards”) provides a framework for describing sources of evidence that should be considered when constructing an argument for assessment validity. These evidence sources include those in five general areas: test content, response processes, internal structure, relationship to other variables, and consequences of testing. Documentation and empirical evidence presented in this report were obtained from the first three sources. The annual WELPA serves as the state-wide English language proficiency test used in meeting both federal Title III and state Transitional Bilingual Instruction Program (TBIP) requirements. The assessment measures English language proficiency in four domains: Listening, Speaking, Reading, and Writing. Spring 2015 was the fourth year WELPA was developed and administered by CTB/McGraw-Hill Education for the state of Washington. Considerable efforts were made to minimize construct-irrelevant factors during the process of test design, item development, test form assembly, and item/form review. Substantial resources were devoted during test development to help ensure that the assessment is as fair and unbiased as possible with respect to ethnicity, gender, and special education status. Administration and scoring procedures were standardized and documented. Procedures for test administration, scoring, and accommodations were described in detail in ancillary test materials such as the Directions for Administration (DFA), the Assessment Coordination Manual (ACM), and the Access Support and Accommodation Guidelines for State Assessments. Additionally, Braille and Large Print forms of the assessment were provided to students in accordance with state-wide accommodation policies. Live webinar training sessions and recorded webinars were provided to familiarize test administrators and proctors with testing and scoring procedures. Written constructed-response (CR) items were scored by CTB/McGraw-Hill Education’s professional handscoring team. Structured training and quality monitoring procedures were implemented to ensure intra-rater and inter-rater reliabilities. Security of test materials was supported by implementing rigorous procedures and security measures on test material shipping, tracking, distributing, and retrieval. Test administrators who had access to test materials were trained to guard against unapproved distributions or sharing of test materials and content. Standardized data processing and sharing procedures were followed to protect the confidentiality of student information and test scores. A secure FTP client program was used for transfers of all confidential documents and test data. An Interpretation Guide was developed and provided to facilitate administrator and teacher uses of the test scores. The Interpretation Guide was posted by the State of Washington Office of the Superintendent of Public Instruction (OSPI). WELPA English Language Development (ELD)


performance definitions were provided on the back of each student report and were also translated into eight other languages for distribution to report users with diverse language background. As WELPA Form C from 2013 was re-used for the 2015 WELPA with modifications to certain domain and grade level combinations, updated scoring tables based on common-item equating were used for forms with substantial modifications, while the same scoring tables from WELPA 2013 were re-used for remaining forms. The research design and results were reviewed by OSPI and its National Technical Advisory Committee (NTAC) before scoring tables were released for student score reporting. After the test administration, empirical evidence was collected and analyzed. Test-level evidence detailed in this report consists of score and performance level distributions, subgroup test performance, test and inter-rater reliabilities, and classification accuracy and consistency estimates. Item-level evidence includes p-values, item-total correlations, and omit rates. The statistics are organized by grade/grade span and provided for both the Overall test scale and the eight component test scales (Listening, Speaking, Reading, Writing, Comprehension, Oral, Productive, and Literacy). These statistics are intended to provide the reader with a comprehensive view of the 2015 WELPA test performance. The statistics suggest that each test scale has an appropriate range of item difficulty for the target test population. The observed substantial item-total correlations, high inter-rater agreement and internal consistency reliability coefficients, relatively small magnitude of standard error of measurement (SEM), and generally low omit rates support validity of the score interpretations in the sense that construct-irrelevant factors were controlled and minimized. Subgroup performance by gender, primary language, race/ethnicity, and status of special education was inspected. Overall, the observed subgroup difference on mean scale score was small and within one standard deviation. The observed small group differences on mean scale score support the argument that WELPA measures the same construct across subgroups. The Transitional level (Level 4) on Overall has been used as a key criterion in determining a student’s eligibility for the state TBIP. It has also been used in the Annual Measurable Achievement Objectives (AMAO)-2 reporting which measures the percentage of students attaining Level 4. Empirical evidence shows that the classification accuracy indices for Level 4 in the 2015 WELPA were relatively high, all at or above 0.83, which means that at least 83% of the students who would be classified into Level 4 based on their true scores, if they were known, are expected to be correctly classified into Level 4 using the 2015 WELPA. Additionally, the accuracy indices conditional on the Level 3/Level 4 cutpoint were high (≥0.90). This means that a minimum of 90% of the students are expected to be classified correctly below or beyond that cutpoint. These estimates, along with other reported classification accuracy and consistency indices, support fairness of the score-based decisions.


This report has three major sections, as listed below.

• Section I: Test and Test Applications. This section provides detailed information about the intended score interpretations and test uses, target test population, testing window, and special research studies that were conducted to support the uses.

• Section II: Test Operations. This section documents major operational activities throughout the 2015 WELPA cycle. Quality control evidence is also discussed and summarized.

• Section III: Test Evaluation. Information about test performance and empirical evidence for the 2015 WELPA is presented, followed by a discussion on qualities of test fairness, reliability, and validity.


SECTION I: TEST AND TEST APPLICATIONS

Chapter 1 Introduction

1.1 Intended Score Interpretations and Test Uses Title III of the federal No Child Left Behind Act of 2001 (NCLB) requires annual assessment of the English proficiency of Limited English Proficient (LEP) students, or English language learners (ELLs). Under the Title III requirements, the English language proficiency standards must be based upon the four domains of Listening, Speaking, Reading, and Writing. Additionally, the assessment must measure English language proficiency in the five domains of Listening, Speaking, Reading, Writing, and Comprehension (Non-Regulatory Guidance on the Title III State Formula Grant Program. Part II: Standards, Assessments, and Accountability. Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001, U.S. Department of Education). Further, the State of Washington has in place similar requirements of its Transitional Bilingual Instruction Program (TBIP) to test LEP students, including an overall measure of English language proficiency. In line with the requirements of Title III, the Washington English Language Proficiency Assessment (WELPA) measures English language proficiency and classifies K–12 students into four performance levels: Beginning/Advanced Beginning (Level 1), Intermediate (Level 2), Advanced (Level 3), and Transitional (Level 4). Reaching the Transitional level results in a student’s exit from the state’s TBIP. After exiting from the TBIP, students no longer receive supplemental instruction in English language development in their districts (Washington state law WAC 392–160–035). The Transitional level on WELPA is used in the Washington Title III Annual Measurable Achievement Objectives (AMAO)-2 reporting. The AMAO-2 reporting details the percentage of K–12 students achieving the Transitional level and exiting the TBIP. The WELPA measures year-to-year progress in language proficiency longitudinally on a common scale. The common scale helps determine whether students are making adequate progress toward English language proficiency from grade to grade. The WELPA scale scores across years are important to Title III AMAO-1 reporting where calculations determine the percentage of students in Grades 1–12 demonstrating progress on WELPA from the previous annual WELPA.

1.2 Target Test Population Per state rules, eligibility of a newly enrolled student must be established no later than the tenth school day after the date upon which the student registers and commences attendance at a particular school district (WAC 392–160–015) and typically is determined with use of a placement test provided by the state as part of the WELPA program. Determination of the student’s eligibility follows written procedures adopted by each school district board of directors. The procedures include the following.

(a) A home language survey, completed by the student and the student's parent(s) or guardian(s), which identifies the student's first language or currently used language as a language other than English.

http://apps.leg.wa.gov/wac/default.aspx?cite=392-160-035

http://apps.leg.wa.gov/wac/default.aspx?cite=392-160-015


(b) Provisions for testing students on the state-approved Washington language proficiency placement test.

The annual WELPA identifies K–12 students who remain eligible for supplementary support services in the TBIP.

1.3 Testing Window The 2015 annual WELPA was administered February 2 through March 13, 2015. All test materials were scheduled for return to CTB/McGraw-Hill Education March 23–24, 2015, and document processing and scoring for the majority was completed April 10, 2015.


SECTION II: TEST OPERATIONS

Chapter 2 Test Development and Test Scales

2.1 Test Structure The 2015 annual WELPA re-used the 2013 WELPA Form C with modifications. The assessment was developed for administration to five grade spans (K–1, 2–3, 4–5, 6–8, and 9–12). The assessment measures four base domains of English language proficiency: Speaking, Listening, Reading, and Writing. It also provides composite scores on Overall, Comprehension, Oral, Literacy, and Productive. Within each base domain, a combination of item types, including multiple choice (MC), dichotomous constructed-response (DCR), short constructed-response (SCR), and extended constructed-response (ECR), is used to provide diverse opportunities for students to demonstrate proficiency while maintaining reasonable testing time. Constructed-response items are typically used to assess the productive skill areas of Speaking and Writing, whereas the multiple-choice items are used to assess the receptive skill areas of Listening and Reading, as well as the grammar-based items in Writing. A new feature in Forms C and D in the Reading subtest in Grades 4–12 is the inclusion of dichotomous constructed-response test items (correct or incorrect). The DCR items require students to complete blanks in tables or charts with short written responses that are taken verbatim from the relevant reading passage. In addition to language domains, WELPA Forms C and D have four subskill strands that target contextualized language used in schools. Three of the strands focus on language used within academic practices or domains: 1) Foundational Skills (present only at the K–1 and 2–3 test levels); 2) Language Arts, Social Studies, and History; and 3) Math, Science, and Technical Subjects. The fourth strand (Social, Intercultural, and Instructional Communication) focuses on language that students may encounter at school in order to understand or participate in general school events or practices. Tables 1 through 5 present an overview of the 2015 WELPA Form C test structure, including the administration mode, number and types of items, and score points for each subtest by grade span. Table 1. 2015 WELPA Test Structure for Grades K–1

Subtest Administration Item Type Number of Items Score Points

Speaking Individual DCR 7 7 SCR 10 (7 for Kindergarten) 30 (18 for Kindergarten) ECR 1 4

Listening Group or Individual MC 20 20

Reading Group or Individual MC 30 (22 for Kindergarten) 35 (22 for Kindergarten)

Writing Group or Individual

MC 6 6 SCR 8 8 ECR 6 (2 for Kindergarten) 18 (6 for Kindergarten)


Table 2. 2015 WELPA Test Structure for Grades 2–3


Speaking Individual DCR 7 7 SCR 10 30 ECR 1 4


Reading Group or Individual MC 30 30


MC 10 10 SCR 6 18 ECR 1 4





Reading Group or Individual

MC DCR

26 4

26 4


MC 10 10 SCR 6 18 ECR 1 4






MC DCR

26 4

26 4


MC 10 10 SCR 6 18 ECR 1 4







MC DCR

26 4

26 4


MC 10 10 SCR 6 18 ECR 1 4

It should be noted that during the 2013 WELPA operational testing, teachers may have unknowingly used Form C operational items from the WELPA training materials in instructional activities. After careful evaluation of potential implications to the test reliability and the constructs being assessed, all previously exposed live items present in the training materials were suppressed from 2013 WELPA operational research analyses and from the WELPA 2013 state-wide score reporting. Most of the suppressed items are located in the Speaking subtest with six DCR items for K–1, seven DCR items each for 2–3, 4–5, 6–8, and 9–12, and one CR item for 9–12. Additionally, two CR items were suppressed from the 6–8 Writing subtest. For the WELPA 2015 operational analyses and score reporting, these items remained suppressed to ensure score integrity. Different from the test blueprint of the 2013 WELPA Form C, a new subset of Reading items was chosen for administration to Kindergarten students in the 2015 WELPA Form C, which matched the WELPA Form D 2014 administration. All subtests within WELPA are untimed in order to give students adequate opportunity to demonstrate their proficiency in English. Testing time is estimated by domain with the purpose of facilitating planning prior to test administration. The estimated testing time is provided in each grade span’s Directions for Administration (DFA). The Speaking subtest is individually administered by a proctor with native-like pronunciation and prosody who reads the test questions aloud while pointing to illustrations. Items are either in the short constructed-response or extended constructed-response format and scored with performance-based rubrics that direct the attention of the rater (generally the proctor) to the student’s use of vocabulary, social and academic language, complex and grammatically correct verbal expressions, and response length. The Speaking test is estimated to take about 30–45 minutes and is given to students in a one-on-one administration. The Listening subtest is administered to a group of students by a proctor with native-like pronunciation and prosody in English who reads from the DFA and uses the audio CD. The proctor may read aloud test directions, listening prompts for practice questions, test questions, and answer options from the DFA. However, the proctor may not repeat Listening passages. All Listening items are in multiple-choice format and measure a range of skills including comprehending main ideas, inferences, important details, and critical thinking skills at a discourse level that integrates academic language. The Listening test takes approximately 15–30 minutes to administer per group.


Both the Reading and Writing subtests can be administered in groups by a proctor with native-like pronunciation and prosody. Some Reading items evaluate grapheme (written) or phonemic (spoken) awareness as the basis for recognizing words, associated phonemes, or developing vocabulary. In other items, students read literary and informational grade-appropriate texts to demonstrate sentence-level and discourse-level reading ability, such as recognizing main ideas or concepts, identifying details, or making inferences. Most Reading items are in the MC format with the exception of Grades 4–12, which include some DCR items. These DCR items ask students to read passages and then write a word or words directly from the passage to complete a table or chart. The Reading subtest takes approximately 60–75 minutes to administer. The Writing subtest includes both MC and CR items. The MC items require students to identify appropriate grammar, mechanics, syntax, and punctuation, while the CR items prompt students to respond in the form of phrases, sentences, or paragraphs. Some CR items require students to read paragraphs or tables related to certain Reading passages. The text within the paragraphs or tables is read aloud by the proctor to ensure that students with low reading ability have the opportunity to understand and respond to the test question. Responses to CR items are evaluated with performance-based rubrics (on a 0–3 or 0–4 point scale depending on the item) that direct the rater’s attention to the clarity of language, grammar, and appropriate use of discourse. The Writing subtest takes approximately 60–75 minutes to administer.

2.2 Item and Form Development The 2015 WELPA Form C was based on the 2013 WELPA Form C. The latter was developed from LAS Links Form C, which was designed to allow states a formal and standardized method of measuring English language proficiency. The design of Form C used industry standards in item access, design, and measurement. The items and test form were designed to target language demands and practices of students in school. Academic language has become an important topic of discussion within language learning and assessment for ELLs (Anstrom et al., 2010). With the introduction of the Common Core State Standards (CCSS; National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010) and the CCSSO’s framework for English language proficiency development standards (2012), a particular emphasis has been placed on teaching and assessing academic language that allows ELLs to access the same curriculum as their English-speaking peers (Bailey & Heritage, 2008; Bailey & Huang, 2011). The implication is that ELLs are now faced with greater language-learning demands than before. LAS Links Forms C and D were created to measure academic language that students need to access and use in order to engage with academic content. To achieve this goal, Forms C and D item development focused on the following aspects:

• target content areas or strands of academic language use: Foundational Skills; Language Arts, Social Studies, and History; and Mathematics, Science, and Technical Subjects

• the linguistic complexity of receptive and expressive language (e.g., word/sound recognition, vocabulary, grammar, discourse features, etc.); and

• the types of language functions and tasks for communicative purposes in a school context (e.g., identifying, comprehending, describing, analyzing, etc.)


In addition to items that access academic language, Forms C and D include assessment protocols that are intended to support standardization and equitability during testing. An assessment that measures English language proficiency should avoid influence of extraneous or construct-irrelevant factors on test scores that are reported for interpretations and use. All items in LAS Links Forms C and D were field tested and reviewed before they were considered for inclusion into the operational test form. Items were reviewed for adherence to the item-writing specifications, which included developmental appropriateness, item difficulty, freedom from areas of potential bias, and appropriate answer choices and distracters, on the basis of both content considerations (e.g., expert reviews) and statistical evidence (e.g., Classical Test Theory [CTT] statistics and differential item functioning [DIF] analyses). Additionally, items went through a thorough review by internal and external review panels for bias and sensitivity. During form development, items and the overall test construction were reviewed for considerations of Universal Design principles, including equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. When fulfilling the blueprint of the operational LAS Links Forms C and D, items were selected based on both psychometric requirements and content quality requirements, such as sub-skill coverage across each subtest and potential clueing. Content requirements for form selection were determined from the operational blueprint, item specifications for content quality, and appropriateness within item stimulus and across item content. Item selections were inspected by content specialists and research analysts, and items that did not fit both content and psychometric standards were eliminated. Psychometric requirements included extensive item-level statistical analyses, such as item-total correlations, p-value, Item Response Theory (IRT) model fit, item information and location on the IRT scale, and flags for empirical bias (DIF). Additionally, the locations of correct answer choices in MC items were inspected, and efforts were made to evenly distribute the locations throughout the form to reduce the likelihood of students using visual cues such as the order of MC answer options to increase the odds of correct guessing. Test-level psychometric properties were inspected and evaluated using the Automated Test Assembly (ATA) system, a CTB/McGraw-Hill Education proprietary program. The inspection included test characteristic curves (TCCs), standard error (SE) curves, the floor and ceiling effects of each test level, and comparison of tests across grade spans through plots of the curves. After the form assembly, descriptive statistics (e.g., raw score and scale score distributions) and properties of the test scale (e.g., TCCs and SE curves on the assembled form) were further inspected. The 2015 WELPA Form C materials were reviewed by OSPI and modified from the 2013 WELPA Form C in an effort to align with the state’s established test administration practices with minimal alteration to the test content. In addition, based on the field feedback, a new subset of Reading items was chosen for administration to Kindergarten students, which matched the 2014 WELPA Form D administration but differed from the LAS Links Form C and 2013 WELPA Form C administration. A detailed description of the customization to testing and ancillary materials is provided below.


Testing Materials. Modifications from the 2013 WELPA Form C included the following:

• Kindergarten took a different set of items than they took in the 2013 WELPA Form C to match changes in Year 3.

• Select Speaking item stems (10, 11, 14, and 15) in Grades 4–12 were changed to clarify the expected response to the students.

• The stimuli (pictures) associated with Speaking items mentioned above for Grades 4–5 and 6–8 were modified to prevent students from reading the presented text verbatim, and the sample responses were updated accordingly in the rubrics.

• The item numbers for Speaking items mentioned in bullet one above were inserted in the Student Cue Picture Books and in the Student Content Books to clarify which items/questions were related to the associated picture.

• The directions for select Writing CR items were modified to reduce the amount of text in the read alouds for items with tables and charts.

• The font used in the K–1 Student Answer Book was modified to match hand-written graphemes (letters) in the Writing subtest.

• The references to taking notes in the 2–12 DFAs and in the Audio CD directions for Listening have been deleted.

• Audible “beeps” were inserted into the audio CD tracks to warn proctors when a mandatory pause in the Listening subtest.

• Some text presented as charts or graphs in the art stimulus in the Listening subtest is read aloud to students who require that accommodation.

• The WELPA covers for non-scannable and scannable books as well as audio CDs for K–12 grade spans were customized to reflect the current administration year.

Ancillary materials. Modifications made to the 2013 WELPA Form C Directions for Administration (DFA) and Interpretation Guide included:

• The Year 2 Directions for Administration books were edited and their covers modified. Directions for preparing and administering the WELPA were updated according to changes in Year 3 directions and as needed for the current administration year. Directions within the subtest were carefully edited for clarity and consistency with WELPA administration requirements and Universal Design principles, including clear directions to test procedures, text required to be read aloud or repeated, and changes made to Appendix A “Scoring Rubrics and Sample Responses for Speaking” in order to align with the changes made to the Speaking item stems mentioned from above.

• Interpretation Guide. Content of the Interpretation Guide was reused from the Form C Interpretation Guide and was reviewed and edited for the current administration year. No changes were required to the WELPA performance level definitions, descriptions, or cut scores.

• Large Print Edition. The test was printed in color to increase visual discrimination.

• Braille DFA, 2–3, 4–5, 6–8, and 9–12. The changes (from the 2013 WELPA) made to the Year 4 Standard Edition were applied to the Braille Edition.


2.3 Alignment to the WA ELD Standards An important indicator of the validity of a standardized English language test is the degree of alignment (i.e., the match) between ELD standards and the test content. In developing standardized tests, test items are written for a representative coverage of the target standards. In fall 2011, a study was conducted to investigate the LAS Links Form B alignment to the target WA ELD Standards (the version prior to December 2013). The alignment results indicated that in the majority of cases at least one Essential Academic Learning Requirement (EALR) was aligned for each performance level in each domain. Due to the item distribution on the assessment, the performance levels of Intermediate and Advanced had better alignment than the Beginning and Transitional levels of performance. This observed alignment pattern contributes to maximized measurement accuracy and minimized classification errors in the middle of the proficiency continuum where larger number of test takers are expected to perform. Based on the analysis results, LAS Links Form B was judged to be aligned to the assessable components of the WA ELD standards. More information about the alignment study procedures and results can be found in the 2011–12 WELPA technical report at http://www.k12.wa.us/assessment/TechRpts/WELPAProgramLevelTechnicalReportJan2013.pdf Some of the observed issues with Form B, such as lack of items that assess foundational writing skills for K–1 or those involving higher-order thinking skills, were addressed in the development of LAS Links Forms C and D. LAS Links Forms C and D (used in the 2013–2015 WELPA administrations), similar to Form B (used in WELPA 2012), were developed based on the general set of LAS Links test standards, but with an augmentation in the measurement of academic English and K–1 language skills. A Content and Bias review with Washington State educators was conducted in fall 2012 to review Form C. Following this review, a decision was made to use the LAS Links Form C test form for WELPA 2013 with Washington-specific customization of the DFA, similar to practices in the 2012 WELPA using Form B. In 2013, OSPI held an internal review of test items for Form D. Items were evaluated for sensitivity, bias, construct representation, and item performance. Again, a decision was made to use LAS Links Form D and customized DFAs for the 2014 WELPA administration. The 2015 WELPA administration re-used the 2013 WELPA Form C with further modifications. The modifications were intended to match WELPA Form D or/and to make test tasks more accessible to students, task expectation clearer to students, and scoring rubrics clearer to scorers, particularly for the Speaking test, which was scored locally.

2.4 Test Scales and Types of Scores

2.4.1 Test Scores

As with the 2013 and 2014 WELPA administrations, the 2015 WELPA consists of four separately scaled sections: Speaking, Listening, Reading, and Writing. These sections align with research-based evidence on language learners’ potential differential development across

http://www.k12.wa.us/assessment/TechRpts/WELPAProgramLevelTechnicalReportJan2013.pdf

http://www.k12.wa.us/assessment/TechRpts/WELPAProgramLevelTechnicalReportJan2013.pdf


language domains when acquiring English as a second language (e.g., Bachman & Palmer, 1982; Song, 2008). Base scales (Speaking, Listening, Reading, and Writing) of the 2015 WELPA tests are scored using WELPA-specific raw-to-scale score tables that were developed based on IRT calibrations and linking analyses with WELPA operational test data. Consistent with the LAS Links program, the Overall score was computed as the unweighted average scale score across the four base domains. The Overall score provides a composite index of language proficiency that reflects not only language ability that is important and transferrable across domains (for example, grammar knowledge), but also proficiency that is domain-specific (for example, processing audio input in Listening). Both the general and domain-specific components of language proficiency are important contributing factors to success in real-life communications. In addition to the four domain-level scale scores and a composite score for Overall, the WELPA provides composite scale scores for Comprehension, Oral, Productive, and Literacy. Formulae for deriving student-level scale scores (SS) for these four composite scales are provided below.

• Comprehension SS = (Listening SS + Reading SS)/2 • Oral SS = (Speaking SS + Listening SS)/2 • Productive SS = (Speaking SS + Writing SS)/2 • Literacy SS = (Reading SS + Writing SS)/2

Comprehension (Listening + Reading) The Comprehension score, with a combination of the Listening and Reading scores, provides educators with an overview of students’ understanding of spoken and written text. Comprehension is a necessary element of language learning and academic success. Students’ comprehension skills in the Listening and Reading sections of the test involve skills that range from recognizing word and sound relationships and processing and developing vocabulary through context, to identifying patterns, analyzing, inferring, and connecting meaning or ideas. The comprehension score can help educators and other stakeholders track the students’ comprehension development. Once students begin to internalize the language that they hear or read, they will begin to build a foundation to learn a new language and support lifelong learning. Oral (Speaking + Listening) The Oral score, with a combination of the Speaking and Listening scores, demonstrates students’ skills in a contextually appropriate approach. In the Listening section of the test, students listen to input, such as announcements or conversations, and then answer multiple-choice questions. Listening involves the receptive skills of making sense of sounds, stress patterns, words, and phrases and then interpreting meaning. The Speaking section of the test involves responding to information or interacting with another person by constructing meaning through sounds, words, phrases, stress patterns, and expressions of language. These skills are by no means an exhaustive list, but they do show a close relationship of the two domains. Oral language is necessary for students to interact, collaborate, and participate in social and academic tasks and practices.


Productive (Speaking + Writing) The Productive score, with a combination of the Speaking and Writing scores, provides educators with an overview of students’ ability to produce language. Language production, whether in written or in spoken form, is about creating meaning to express oneself. Productive skills in the Speaking and Writing sections of the test include producing vocabulary, displaying knowledge of grammar usage, performing functions (e.g., requests, clarifications, directions, etc.), creating clear messages, and building coherent discourse. Measuring students’ productive skills can help teachers understand students’ skills and ability to interact and communicate in and out of the classroom. Literacy (Reading + Writing) The Literacy score, with a combination of the Reading and Writing scores, provides educators with an overview of students’ ability to read and write for various purposes. Literacy can be traditionally defined as the process of gaining and conveying meaning from written text. Students taking the Reading and Writing tests engage in a range of complex reading processes, including word-sound relationships, spelling, word and sentence structure, vocabulary, and comprehension, among other important skills. As students gain reading skills, they also begin to learn to compose written text.

2.4.2 LOSS and HOSS

WELPA uses a common scale that was developed across grade spans for each test scale. The common scale permits educators to interpret the improvement in student performance from one test administration to the next as evidence of student growth in ELP across grades or years in bilingual programs. The lowest obtainable scale score (LOSS) and the highest obtainable scale score (HOSS) for each grade span are listed in Table 6. Table 6. 2015 WELPA LOSS and HOSS

Part 1: Domain-Level Scales

Grade Span

Listening Reading Speaking Writing LOSS HOSS LOSS HOSS LOSS HOSS LOSS HOSS

K–1 300 530 240 550 300 580 200 630 2–3 310 560 300 610 310 600 270 640 4–5 350 630 360 680 320 635 290 680 6–8 360 640 380 690 325 645 300 690

9–12 370 650 390 700 330 650 310 700

Part 2: Composite Scales

Grade Span

Overall Comprehension Oral Productive Literacy LOSS HOSS LOSS HOSS LOSS HOSS LOSS HOSS LOSS HOSS

K–1 260 572 270 540 300 555 250 605 220 590 2–3 297 602 305 585 310 580 290 620 285 625 4–5 330 656 355 655 335 632 305 657 325 680 6–8 341 666 370 665 342 642 312 667 340 690

9–12 350 675 380 675 350 650 320 675 350 700

2.4.3 Research Design and Analyses

As noted earlier, the 2015 WELPA re-used Form C from the 2013 WELPA but with edits/modifications. The changes were intended to match WELPA Form D and/or to make test tasks more accessible to students, task expectation clearer to students, and scoring rubrics


clearer to scorers, particularly for the Speaking test, which was scored locally. After internal evaluation with content experts, a total of 11 out of 23 grade level x domain test forms were identified with changes from the 2013 WELPA that could affect student performance and scores. These forms are marked in yellow in Figure 1. Figure 1. Grade Span Level x Domain Forms in the Year 4 WELPA Form C Assessment

Listening Speaking Reading Writing

K *

1

2-3

4-5

6-8

9-12

Note. Forms with concerning changes are colored in yellow, and those without are green.

*Kindergarten Reading didn't have any item modified, but two items were removed from the item collection to make them Grade 1 only, and four items were added that were previously administered to Grade 1 only.

For the forms marked in green, no significant shift or change in their item parameters were anticipated. After consultation with OSPI, it was planned to re-use the 2013 WELPA scoring tables for those forms. For the orange forms, there were changes to four to six items per form. Those modifications may or may not eventually affect the item parameters, but they were of concern to content experts for their potential impact on item parameter values. It was planned to re-estimate the item parameters by conducting IRT calibrations using the operational data from the 2015 WELPA. The item parameters would then be brought onto the 2013 WELPA IRT scale via the Stocking-Lord equating procedure (Stocking & Lord, 1983) using non-modified items as anchors. After the equating, IRT scoring tables would be generated using the table scoring method with the LOSS and HOSS imposed, followed by applying the 2013 WELPA equipercentile linking function to put the obtained scoring tables on the 2013 WELPA final test scale. Research analyses were conducted accordingly April 9–27. Student responses from the 2015 WELPA test administration on operational items were used in scale calibration. The three-parameter logistic (3PL) model was applied to scale the MC items and the two-parameter partial credit (2PPC) model to scale the CR items. The IRT calibrations were conducted using CTB/McGraw-Hill Education’s proprietary software PARDUX (Burket, 2002). The analysis was performed by test level (K–1, 2–3, 4–5, 6–8, and 9–12) for each of the four base domains (Speaking, Listening, Reading, and Writing). Because WELPA uses the LAS Links test forms with no off-level test items or off-level field testing sample, a separate calibration was conducted per level per domain. There were a total of 20 calibrations (5 test levels x 4 domains). The item parameters and student-level ability estimates from the calibrations were expressed on an arbitrary 0–1 theta metric.


Valid test data from the 2015 WELPA test population were used in the calibrations after data cleaning based on the 2015 WELPA reporting rules. Private school students, off-level students, and students who were previously transitioned were also excluded from the calibration analysis. Table 7 shows the sample size for calibrations per test level. Note that in a typical WELPA operational test administration, each student is administered all four test domains. Therefore, most students are expected to have valid scores across domains. Table 7. Number of Cases in Calibration at Each Test Level

Test Level Calibration N Size K–1 ~33,800 cases 2–3 ~27,700 cases 4–5 ~20,000 cases 6–8 ~17,300 cases

9–12 ~13,400 cases The marginal maximum likelihood (MML) estimation procedure was used in the calibrations. IRT parameters of all operational items were successfully estimated. The Stocking-Lord equating was then conducted using identified anchor items. The anchor items per form had a minimum of ten score points in total and generally covered 60% to 80% of the total number of items in each test form. In addition, the anchor items were spread across the main reporting sub-strands in each form and covered a wide range of difficulty. Table 8 below summarizes the number of anchor items. Table 8. Number of Anchor Items

Domain Grade N of items Total Score

Points N of Anchor Items N of Anchor Item

Points

Listening

2-3 20 20 14 14 4-5 20 20 14 14 6-8 23 23 17 17

9-12 23 23 17 17 Reading K-1 30 30 24 24

Speaking 4-5 11 34 7 22 6-8 11 34 7 22

9-12 9 28 5 16

Writing 4-5 17 32 11 14 6-8 15 25 10 10

9-12 17 32 11 14 The IRT item parameter correlations between the 2013 and 2015 WELPA were generally high (≥ 0.93), except for the c parameters (the guessing parameter), which ranged from 0.34 to 0.92. A comparison of the resultant TCCs for the anchor set between the 2013 and 2015 WELPA showed that the curves generally matched very well. Although a difference was observed at the lower end of the ability continuum for Reading K–1 and Writing Grades 6–8, the difference was less than 0.04. To empirically examine the assumption underlying proposed table re-use for forms marked in green, classical test theory (CTT) statistics such as p-values and item total correlations were compared between the 2013 and 2015 WELPA for each of those forms, and no concerning issue was observed. Furthermore, Stocking-Lord equatings with the entire item collection as


anchors were performed on those forms, and the resultant scoring tables yielded almost identical values to corresponding 2013 WELPA scoring tables. As a consistency check, the obtained final scoring tables for the 2015 WELPA were applied to the operational test data. The resulting score distributions, proficiency level distributions, and the projected AMAO reporting results were inspected and compared with the past for reasonableness. Final comparison results on the Overall score distributions can be found in Section 6.1.1 of this report, and those on proficiency level distributions, in Section 5.2. As described in Chapter 1, WELPA cut scores and scale scores are used in calculations of the WA state reporting of the Title III AMAO-1 (making progress) and AMAO-2 (achievement). AMAO results at the district and state levels are accountable based on federal Title III provisions. The AMAO-1 calculation is based on the percentage of TBIP students in Grades 1–12 who show progress on the state’s annual English language proficiency assessment (OSPI, 2011). The definition of “progress” is operationalized as improving the net scale score by 1 or more points from the previous annual English language proficiency assessment (OSPI, 2011). The net gain considers the cut score steps between grades for the prior performance level to which a student was last assigned. Students on the 2015 WELPA were scored using the final scoring tables from the operational analysis, and their scores were used to project AMAO-1 and AMAO-2 results for the 2015 WELPA as part of a consistency check. The projected AMAO results were compared with those from the past five years (2010–2014). The projection of 2015 AMAO-1 was based on matched test records from the 2014 and 2015 WELPA test administrations. The projection for AMAO-2 used test records from the 2015 WELPA test administration. A comparison of the projected AMAO results with those from the past WELPA administrations was conducted at both the state and district levels. The projected state-level AMAO-1 results and observed results from the past four years are presented in Table 9. They are also visually depicted in Figures 2 and 3. It can be seen that at the state level, both the projected AMAO-1 and AMA0-2 results showed an increase from 2014 by 5~6% and had lower but more similar values when compared with those from 2011. Table 9. Projected and Observed AMAO-1 and AMAO-2 State-Level Results

State-Level AMAO

2010 2011 2012 2013 2014 2015 Projected

N % N % N N N % N % N % AMAO-1 60,512 66.8% 65,808 78.4% 76,072 76,072 71,257 71.3% 78,266 72.1% 82,420 78.1% AMAO-2 83,973 13.2% 90,527 20.4% 104,130 104,130 98,420 12.3% 105,422 12.2% 111,788 17.1%


Figure 2. Projected and Observed AMAO-1 State-Level Results

Figure 3. Projected and Observed AMAO-2 State-Level Results

As in the past, a summary of the operational procedures and AMAO evaluation results, along with the impact data for each proficiency level by grade, were shared with OSPI for review and to obtain the OSPI’s confirmation from the agency perspective that the observed trends in AMAO and impact data were adequately reasonable to support use of the obtained scoring tables for the WELPA 2014–15 administration. Relevant operational and evaluation information were also presented to the NTAC for review.

66.8%

78.4%

74.0%

71.3% 72.1%

78.10%

60.0%62.0%64.0%66.0%68.0%70.0%72.0%74.0%76.0%78.0%80.0%

2010% 2011% 2012% 2013% 2014% 2015%projected*

AMAO-1 State %

13.2%

20.4%

11.7% 12.3% 12.2%

17.1%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

2010% 2011% 2012% 2013% 2014% 2015%projected*

AMAO-2 State %


2.5 Quality Control Evidence The LAS Links Form C used in the 2015 annual WELPA was developed in accordance with the criteria for test development, administration, and use as listed in the Standards for Educational and Psychological Testing (1999). Procedural evidence on quality control in test development includes but is not limited to the following.

• the test specifications were documented and reviewed by external experts • trainings and detailed item-writing specifications were provided to item writers • each item underwent at least two reviews by content specialists to ensure accuracy and

appropriateness of the item for the target test population • elements of Universal Design were considered in test and item designs • bias and sensitivity reviews were conducted by both internal and external review panels • during the process of form assembly, items were selected based on rigorous content

and psychometric specifications • the degree of alignment of the test items to the target learning standards was evaluated

Examples of quality control evidence in developing the test scales are listed below.

• intended interpretations of the test scales were documented and informed by both theoretical and empirical evidence

• procedures and statistical models that were used in the construction of the test scales were documented and adhered to

• model fit was examined • accuracy and consistency of the test scales were examined using empirical data • the scale calibration and linking designs were carefully constructed to represent the

Washington state test population


Chapter 3 Test Administration

3.1 Administration Materials The WELPA Form C materials can be divided into two broad categories: testing materials and ancillary materials. Testing materials are comprised of test books and audio CDs used by students to take the test, whereas ancillary materials are aimed to train administrators and proctors to organize, deliver, and score applicable sections of each subtest (e.g., the Speaking subtest) and to provide meaningful information on test results for scoring and interpretation. Testing materials for the 2015 annual WELPA include:

• Audio Compact Discs (K–12), for use in the Listening test • Student Content Books (4–12), nonscannable, for presenting test content • Student Answer Books (4–12), scannable, for recording student responses • Student Answer Books (K–1; 2–3), scannable, for both presenting test content and

recording student responses―using only one test book reduces the cognitive and physical burden of young learners when taking a standardized assessment

• Speaking Cue Picture Books (K–1; 2–3), for use with the Student Answer Books in administration of the WELPA Speaking subtest to younger learners

Ancillary materials for the WELPA consist of the following:

• Assessment Coordination Manual (ACM), for assessment coordinators • Directions for Administration (DFA), for test administrators and proctors • Interpretation Guide, for test users to interpret reported scores • WELPA English Language Development Performance Definitions Translations (in eight

languages), which helps parents, guardians, and community members to understand the reported WELPA performance levels and their definitions

Large Print and Braille forms were also provided for the 2015 administration. These forms are described in Section 3.3 (Test Accommodations).

3.2 Training Materials and Activities Training opportunities were available for all test proctors, school assessment coordinators, and district assessment coordinators to be instructed in standardized test administration and scoring procedures prior to the test administration. Two fall pre-assessment administration and scoring training webinars for the 2015 annual WELPA were conducted on November 19, 2014 (1:00pm PST) and November 20, 2014 (9:00am PST). A Return of Materials training webinar was conducted on February 4, 2015 (1:00 pm PST). This webinar focused on accurate packaging and return of materials to CTB/McGraw-Hill Education to help ensure accuracy of student score results and the on-time delivery of reports. These training sessions were recorded using the Brainshark on-demand training platform. Both the PowerPoint slides and recording were posted to ctb.com for use by educators and were intended to accommodate on-demand, independent learning, as well as to serve as a reference to test administrators and proctors after the training session.


The materials provided for the training sessions were custom developed with OSPI to provide Washington educators information that was pertinent to the administration, materials handling, security, and scoring of the WELPA. The scoring component was important in the training because student responses in Speaking were locally scored by test proctors. To help trainees gain familiarity and hands-on experience with the scoring process, the trainees were invited to participate in mock scoring scenarios using student samples and rubrics. A spring post-assessment reports overview training webinar was conducted on May 20, 2015 (1:00 pm PST). The purpose of the training was for educators to understand what was conveyed in the reports in order to communicate with parents and families about scores and to use assessment data to plan instructional “next steps” for the class.

3.3 Test Accommodations Washington State provides accommodations in support of the WELPA testing program appropriate to the construct of the assessment and consistent with the state’s overall testing program. For more information, please refer to the following web link for access to Washington’s Guidelines on Tools, Supports, & Accommodations: http://www.k12.wa.us/assessment/StateTesting/default.aspx. Both Large Print and Braille forms were available for the 2015 WELPA. Student answers on the test materials were transcribed onto standard Student Answer Books which were then processed in the same manner as all other scorable test materials. Student responses were scored with the same criteria, and the scores and language performance levels were calculated in the same way as for the other 2015 WELPA tests. Large Print testing materials are intended for students who are visually impaired and require visual testing accommodations. Large-print enlargements of the WELPA materials were produced to cover K–12 grade spans. The testing materials included Student Content Books (4–12), Student Answer Books (K–12), and Speaking Cue Picture Books (K–1; 2–3). These materials were printed on 12.5 by 15 inch Wausau Natural white stock paper in black and white, used at least 18-point sans-serif fonts, and featured graphics in grey scale in order to aid readability. This year was the fourth year in the WELPA program that a Braille test form was available to students in Grades 2–12 who were identified as being blind or visually impaired and requiring an accommodated form to access the test. The WELPA Form C Braille Edition test was built from the LAS Links Braille Form C. Following the same protocol as the standard assessment, all Braille items were reviewed internally by the content team and externally by a Braille expert. Items in the standard LAS Links Form C test that could not be Brailled were replaced with substitute items appropriate for visually impaired students. The substitute items and the original items were documented in Appendix B of the WELPA Braille Form C’s DFA for reference. In creating the Braille edition for WELPA Form C, picture-based items from the standard form were reviewed and replaced with substituted items for better presentation of the measurement for visually impaired or blind students. Specifically, five item types were developed to replace picture-based items included in the base form. The five substitute item types are listed below.

http://www.k12.wa.us/assessment/StateTesting/default.aspx


1. audio-based items 2. tactographic items 3. performance-based items where students identify objects 4. performance-based items where students manipulate objects or perform physical actions

in response to directions heard 5. items with alternative text prompts

Item difficulty and linguistic complexity were carefully matched in the construction of substitute items. The obtained student scores and performance levels were provided to stakeholders as proxy indicators of the student’s English language proficiency to inform score interpretations. OSPI’s feedback was essential in implementing test administration directions in the Braille form that were comparable to the standard WELPA Form C. Careful development of Braille Form C directions allows for the measurement of the same types of language knowledge and skills as the standard form of the 2015 WELPA. The materials for the Form C Braille edition test included Brailled forms of the Student Content Books, a non-Brailled Directions for Administration, audio CDs (modified for the Braille edition test), Speaking Cue Picture Books, and a standard copy of the Student Answer Book that proctors used to transcribe student answers. This year Braille material kits were ordered at the grade spans of 2–3, 4–5 and 6–8. The kits for 2–3 and 4–5 were shipped to district on January 27, 2015 and the kits for 6–8 on March 2, 2015. The orders for grades 6–8 were part of the additional orders process. There were no kits at grades 9–12 ordered. Proctors were required to be proficient in Braille in order to transcribe written responses. The Braille edition test was individually administered, and students were provided additional accommodations when needed. Proctors of the Braille edition test were allowed to pause, repeat, or read aloud audio-based Speaking and Writing items as necessary, but they were not allowed to repeat Listening passages. Changes to the Form C standard administration rules for removing the use of notepaper during listening and to the Speaking item stems and graphics (when applicable) were also made in the Braille tests. Students were allowed to use computers, tablets, Braille writers, or other assisted devices that did not have spelling or grammar checks. In addition, students were allowed to give their responses orally or in writing using a separate piece of paper. The responses for the Speaking items were scored locally by proctors during test administration while written responses were recorded and scored after the test administration by CTB/McGraw-Hill Education.

3.4 Quality Control Evidence Test materials. A key quality process at CTB/McGraw-Hill Education is the Materials Integration Review (MIR). The purpose of the MIR is to ensure that the test book, answer document, administration manual, audio CD, and other informational materials align. This process helps to indicate any coordination problems that may not be detected when each piece is reviewed separately. Test administration. Standardized assessment procedures were specified in the DFAs and ACM. Test proctors and assessment coordinators at the school and district levels were instructed to adhere to these procedures in test administrations. Live online webinars were provided and later recorded and posted to the OSPI site. These training activities aimed to help


proctors and administrators understand and develop familiarity with the test administration requirements. Security of test materials. All WELPA content is confidential and secure. No part of the test materials (Student Content Books, Student Answer Books, Cue Picture Books, audio CDs, and DFAs) may be reproduced. Test security was addressed with proctors, schools, and district coordinators through live onsite and a web-based training session conducted by CTB/McGraw-Hill Education’s Professional Development team and were included in the WELPA ancillary materials, including the DFAs and ACM. The appropriate district and school staff were directed to handle and maintain the test materials in a secure manner and not share them with students prior to testing. District and school staff was also instructed to refrain from giving students inappropriate assistance during testing. CTB/McGraw-Hill Education’s Quality Management Systems (QMS) initiatives and processes have been applied to the WELPA program. The quality and security procedures extend to vendors who sign non-disclosure agreements with CTB/McGraw-Hill Education. Many of CTB/McGraw-Hill Education’s vendors are ISO-9000 certified. CTB/McGraw-Hill Education staff work closely with vendors to ensure security measures are in place at all times when they have access to confidential materials. Security measures for the Spring 2015 WELPA included security barcoding and student labels as part of the CTB/McGraw-Hill Education process to track all materials from printing, shipping and delivery, administration, and retrieval. Security checklists were generated and completed by each school identifying the barcode range of materials assigned to each teacher. The checklists were retained by the schools for future references and to address questions that could arise at the conclusion of the scoring and inventory processes. Upon return of materials to CTB/McGraw-Hill Education’s scoring facility, all secure materials were verified. Upon completion of CTB/McGraw-Hill Education’s materials inventory and document processing, missing materials reports were prepared and shared with OSPI for resolution with districts. Additionally, CTB/McGraw-Hill Education established procedures to ensure all test items remain secure in all workshop settings, such as the Content and Bias Review with Washington State educators. All participants signed nondisclosure agreements, and test materials were handled and stored in a secure manner at all times.


Chapter 4 Scoring and Reporting

4.1 Scoring Process

4.1.1 Answer Documents Retrieval and Processing

The 2015 WELPA tests were scored and processed by CTB/McGraw-Hill Education’s scoring team using the standardized methods and procedures previously developed for the LAS Links program. The WELPA scoring team consisted of trained technical specialists who were responsible for coordinating all scoring and reporting activities related to the processing of WELPA test documents. A designated Scoring Project Manager from this team performed document preparation, interdepartmental coordination and communication, processing specifications, and problem resolution. The scoring team, under the direction of the Scoring Project Manager, worked closely with other departments to ensure successful scoring and reporting. CTB/McGraw-Hill Education has maintained a professional staff of specialized data processing technicians to lead the verification process and ensure the integrity of the student response data at both group and individual levels. Raw scoring and editing of scanned data have been performed in a client/server system, where a sophisticated system of edits are invoked to review the integrity of each batch scanned and to produce a list of error suspects. This system reduces editing time and provides a high degree of quality control. Online editing screens allow an editor to focus on potential problems, and then they provide related information. The actual scanned documents are always available to the editor, and the software supports the review and correction of any field in the scanned record. Entry and verification of the necessary corrections are enhanced to ensure that each error is actually corrected. As batches are extracted for scoring, a final edit is performed to ensure that all requirements for scoring are met. This automated final edit flags a batch for further editing if any error is still detected. A batch containing errors cannot be extracted for reporting. This ensures a high level of accuracy of the scored data. When the editing process is completed, documents are moved to a staging area to be prepared for retention. Bundles are caged, warehoused in a recoverable location, and retained for possible retrieval during the specified retention period. Once this period is over, documents are destroyed according to procedures that ensure security is maintained.

4.1.2 Rater Training Materials and Activities

Written CR items were scored by human raters under the leadership of CTB/McGraw-Hill Education’s handscoring team for the 2015 annual WELPA. The selected readers for WELPA scoring had substantial classroom teaching experience. The reader pool included editors, published authors, and a number of individuals with advanced degrees. Scoring team leaders were selected to provide training and consultation to readers, and scoring supervisors directed and organized the assessment process and trained team leaders and readers. Prior to the actual scoring, CTB/McGraw-Hill Education’s handscoring team created training materials. The process included several presorting steps and subsequent iterative/consensus processes in order to achieve ever-increasing agreement and precision through a kind of “round robin” scoring, followed by discussion and selection. When all papers for a form were selected


and assigned a status as good anchors, training, qualifying, or check-set papers, they were consolidated into training formats. Scoring Guides (consisting of rubrics, anchors, and annotations) served as a constant, setting the course for all subsequent training and scoring. Validation is a critical task in the assessment training process. It is the final determinant of reader readiness. All readers, including team leaders, must achieve a high level of exact agreement on the qualifying round following training. Those readers not validating on the first attempt received further training prior to taking an additional qualifying round. Only those who successfully validated were qualified as readers and allowed to score tests. Team leaders were required to complete two validation rounds with satisfactory exact agreement in each round.

4.1.3 Scoring Procedures

CTB/McGraw-Hill Education’s imaging handscoring system presents images of scanned test books to trained readers who assign scores to written CR items. Scanned images are viewed on high-quality, large workstation monitors. Images of each student’s responses are automatically routed to two or more readers when required, and images of specific subsets of test items are routed to designated groups of readers trained to score these items. Throughout the course of the WELPA CR scoring process, calibration sets of pre-scored papers (check-sets) were administered daily to the team leaders as well as to the readers to monitor scoring accuracy and to maintain a consistent focus on the established rubric and guidelines. Imaging permits this monitoring without reader knowledge of when a check-set is administered. Readers whose check-set scores fell below the qualifying level were removed from live scoring and were given additional training and another qualifying (validation) round. Readers unable to qualify were dismissed. The “read-behind” approach was used to promote rater reliability through monitoring. On a daily basis, each team leader read a random selection of each reader’s scored items. The scores were compared, and if they agreed, the team leader was able to offer feedback, which enhanced the reader’s confidence and ability to score quickly and accurately. However, if an individual was straying from the standard established in the training and validation samples, the aberrant scoring was detected, and the team leader was able to offer the guidance necessary to calibrate the reader’s effort. Team leaders conducted read-behinds more frequently for any reader whose scoring was inconsistent. Thus, any scoring variation was corrected. The inter-rater agreement on the 2015 WELPA is described in Section 6.1.4.

4.2 Reporting Three types of reports were prepared for the 2015 annual WELPA. These reports are described below. Student Proficiency Report. Individual reports were produced for all students for whom an answer document was received whether or not any portion of the test was taken. The report contained the student’s score information in each language domain and three composite scores: Overall, Comprehension, and Oral. The report provided scale scores, performance levels in graphic display, the score range of each performance level, and a static narrative statement describing the report.


Group List Report. The Group List Report contained a list of all students in a group (class) and their skill area scale score and performance level results. A separate summary page was produced at the end of the class listing. The summary page printed the mean scale score for the group. The number of students in the group was provided in the left panel of the summary page. General Research File. The General Research File was a file of student data sorted by Test Level, Grade, District, School, Class, and Student Last Name. Each answer document produced one student record. Each student record contained detailed information about the student’s demographic profiles, test record flags (for example, Invalid, Absent, Exempted, or Incomplete), and obtained scores and performance levels for each domain and composite scale. Raw score points at the item level were provided to OSPI for reference during the process of data reconciliations. Subskill scores were also included for their potential instructional values. Each school received one printed report package. The package included a Cover Letter, two copies of the Student Proficiency Reports, and one set of Performance Level Definition (PLD) translations. Districts were provided Student Proficiency Reports and Group List Reports in the PDF format. The Group List Reports for all schools/grades in the same district were contained in one PDF file. Districts also received a General Research File with item responses and number correct scores suppressed. The reports were placed on CD and shipped to each district. An Interpretation Guide was provided electronically by OSPI. OSPI received an electronic package that contained Student Proficiency Reports, Group List Reports, and General Research Files. These electronic reports can be filtered and distributed by OSPI to schools and districts when needed. LAS Links score reports were customized for the 2015 WELPA. The Washington state logo was incorporated. There were also changes to the content of the reports so that the report was more targeted towards needs of the WELPA users. LAS Links performance levels, cut scores, and PLDs were replaced by WELPA-specific information. Normative scores such as percentile ranks and normal curve equivalents were excluded, as they had not been intended to be reported in WELPA and including them in the reports would have caused confusion to field users.

4.3 Quality Control Evidence High-quality imaging equipment, software presentation system, and data management system were used to provide valid, reliable, and cost-efficient scoring. The Technology and Scoring Departments at CTB/McGraw-Hill Education both had quality assurance groups specifically charged with reviewing scoring data and reports during all stages of the process. The Technology quality assurance team verified the accuracy of all reporting programs before they became operational. The Scoring quality assurance team verified the accuracy of report information during the scoring process. After all data were entered into the scoring system and all reporting programs were completed, a sample of reports was printed and submitted to the Scoring quality assurance group, which reviewed the sample reports to verify the accuracy and correct presentation of all data. Systematic quality assurance checks were in place throughout the scoring process to ensure the accuracy of reports. Prior to delivering any electronic files or hard-copy score reports, all reports were given a final, extensive quality check, known as a “Red Team Review.” The Red


Team was comprised of individuals from multiple CTB/McGraw-Hill Education departments coming together to form an interdisciplinary team. Samples of each type of report were prepared in both PDF format and printed from the active scoring system, and the Red Team carefully reviewed these samples for accuracy and correct format. Student-level information was compared by hand with student rosters and other documentation. No errors were found during the Red Team Review requiring corrections to any of the reports.


Chapter 5 Cut Score Review

5.1 Purpose Given adequate scale equating and linkage at the domain level, the same cut scores from the past WELPA administrations were considered for use in the 2015 WELPA to assign students to one of the four WELPA proficiency levels: Beginning/Advanced Beginning, Intermediate, Advanced, and Transitional. After applying the cut scores, the resultant percentages of students for each proficiency level (PL) at each grade in comparison with those from the 2012–2014 WELPA administrations were provided to OSPI to support the agency’s internal cut-score review in early May of 2014, prior to confirming the cut scores for use with the 2015 WELPA.

5.2 Summary Cut scores for a total of nine scales (Overall, Listening, Speaking, Reading, Writing, Comprehension, Oral, Productive, and Literacy), along with their impact data, were prepared for OSPI’s internal cut score review. Relevant cut score data were also presented to the NTAC for review. Table 10 presents the final cut scores used for the 2015 WELPA. These cut scores are the same as those used in past WELPA administrations. The cut score under “Intermediate” is the cut score that separates the Intermediate level from the Beginning/Advanced Beginning level. Similarly, the cut score under “Advanced” separates the Advanced level from Intermediate, and the cut score under “Transitional” determines if student performance falls on the Transitional level or below. To facilitate interpretations of the cut scores, the lowest obtainable scale score (LOSS) and highest obtainable scale score (HOSS) are provided for each test scale of the annual WELPA. Table 10. 2015 WELPA Cut Scores

Annual Test: Overall

Grade LOSS Scale Score Cuts

HOSS Intermediate Advanced Transitional K 260 340 411 458 572 1 260 355 450 494 572 2 297 386 470 511 602 3 297 396 478 529 602 4 330 423 485 548 656 5 330 424 494 553 656 6 341 431 500 563 666 7 341 432 506 575 666 8 341 437 511 575 666 9 350 439 516 575 675 10 350 440 517 575 675 11 350 443 521 577 675 12 350 447 526 577 675


Annual Test: Listening



Annual Test: Speaking



Annual Test: Reading




Annual Test: Writing



Annual Test: Comprehension



Annual Test: Oral




Annual Test: Productive



Annual Test: Literacy



Figures 4 through 8 illustrate corresponding impact data for the Overall test scale as well as for the four base domain-level scales. In each figure, the percentages of students in each proficiency level (PL) are provided across grades. For the scales of Overall, Listening, Speaking, Reading, and Writing, the same cut scores have been implemented starting from 2012. To facilitate comparison across years, the impact data from 2012 to 2014 were illustrated. It can be seen that the percentage for Level 1 and Level 2 remained relatively stable across years at each grade. For the Overall scale, the Level 4 (Transitional) percentage was either similar to or slightly larger than that from 2014 at Grades K–1, 2–3, and 9–12. The increase in Level 4 percentage from 2014 was more noticeable at Grades 4–5 and 6–8, from approximately 5% increase at Grade 4 up to 17% at Grade 8. A similar trend was observed on mean Overall scale scores (see Section 6.1.1).


Legend

Figure 4. Impact Data of WELPA 2012–2015, Overall


Figure 5. Impact Data of WELPA 2012–2015, Listening

Figure 6. Impact Data of WELPA 2012–2015, Speaking


Figure 7. Impact Data of WELPA 2012–2015, Reading

Figure 8. Impact Data of WELPA 2012–2015, Writing


SECTION III: TEST EVALUATION

Chapter 6 Data Analyses of the 2014–15 Operational Test

6.1 Test-Level Statistics Test-level statistics were used to describe form performance and provide evidence for the evaluation of form comparability year to year and across grades, reasonableness of student performance overall and by subgroups, inter-rater and internal consistency (reliability), and consistency of classification.

6.1.1 Score Distributions

This section summarizes test score distributions on the 2015 WELPA. Results were presented for the total target testing population and for various subgroups of interest. Both raw scores and scale scores were analyzed. Table 11 shows summary statistics on the Overall raw scores by grade and grade span. Statistics on scale scores are provided in Table 12. Student performance on Overall by subgroup for each grade is summarized in Tables 14–26. Score distributions on the eight component scales, Listening, Speaking, Reading, Writing, Comprehension, Oral, Productive, and Literacy, are summarized by grade and grade span in Appendix B (for raw scores) and Appendix C (for scale scores). Subgroup score performance by grade is presented in Appendix D. Within each grade span, both the mean raw score and mean scale score on Overall increased with grade. The mean Overall scale score noticeably increased across grade spans except for the highest grade span (Grades 9–12). As a group, Grades 9–12 had a mean scale score that was very close in value to that of the Grades 6–8 group, which suggests similar student performance across the two grade spans. The lack of evident increase in mean scale score from Grades 6–8 to Grades 9–12 may be caused by the practice of continuously exiting students from the TBIP program who have met the proficiency requirement and educational and social factors in the development of language proficiency in English as an additional language at these grade levels. Examples of the educational and social factors include the amount and content of English instruction that a student receives and the student’s exposure to English at home or in the community. These factors may be similar across the middle school and high school levels and lead to similar test performance.


Table 11. Raw Score Statistics, Overall

Grades N Max.

Points Observed

Min. Points Observed

Max. Points Mean SD Cronbach Reliability SEM

K–1 16710 0.94 4.52 K 16710 91 0 84 51.89 14.19 0.93 4.18 1 16710 123 0 117 90.15 17.46 0.94 4.52

2–3 27541 123 0 116 83.59 17.65 0.94 4.54 2 14870 123 0 116 79.21 17.24 0.93 4.71 3 12671 123 0 116 88.70 16.73 0.94 4.31

4–5 19930 123 0 111 75.18 18.03 0.93 4.74 4 10680 123 0 110 72.10 17.73 0.93 4.80 5 9250 123 0 111 78.72 17.71 0.93 4.65

6–8 17202 126 0 108 73.02 17.26 0.94 4.49 6 6458 126 0 105 69.84 16.51 0.93 4.54 7 5681 126 0 106 73.23 17.23 0.94 4.50 8 5063 126 0 108 76.80 17.43 0.94 4.39

9–12 13211 126 0 108 71.37 17.96 0.93 4.79 9 4451 126 0 103 68.40 18.78 0.94 4.93

10 3634 126 0 105 70.88 18.24 0.93 4.81 11 2689 126 0 108 73.72 16.79 0.93 4.68 12 2437 126 0 107 74.83 16.24 0.92 4.59

Table 12. Scale Score Statistics, Overall

Grades N LOSS HOSS Observed


Max. Points Mean SD K–1 16710 260 572 260 572 427.89 50.65

K 16710 260 572 260 567 399.57 44.32 1 16710 260 572 260 572 456.24 39.51

2–3 27541 297 602 297 602 486.31 37.05 2 14870 297 602 297 602 477.37 36.38 3 12671 297 602 297 602 496.73 35.05

4–5 19930 330 656 330 641 521.09 39.18 4 10680 330 656 330 638 514.51 37.95 5 9250 330 656 330 641 528.63 39.21

6–8 17202 341 666 341 666 542.59 44.54 6 6458 341 666 341 650 534.17 42.68 7 5681 341 666 341 651 543.14 44.27 8 5063 341 666 341 666 552.60 45.01

9–12 13211 350 675 350 650 537.76 46.29 9 4451 350 675 350 637 530.44 48.58

10 3634 350 675 350 648 536.87 47.02 11 2689 350 675 350 639 543.41 43.19 12 2437 350 675 350 650 546.03 41.92

Table 13 presents the N counts by grade for WELPA 2012–2015, as well as their differences between adjacent years. The test population increased across grades from 2014 to 2015 except for Grades K and 11. The mean scale scores by grade and their changes between adjacent years are also presented in Table 13. In addition, Figure 9 provides a visual representation of the mean scale scores and their standard deviations (SDs). It can be seen that the changes in mean scale scores between 2014 and 2015 varied across grades but were within approximately one fifth of the 2014/2015 standard deviations. In terms of the direction of the score changes, the mean scale score increased from 2014 to 2015 across grades, and the increase was relatively small (by 0.9 to 3.41 score points) at Grades 1, 2–3, and 9–12. Grades K, 4–5, and 6–8 showed more noticeable score increase (by 4.55 to 9.26 score points).


Table 13. WELPA 2012–2015 Mean Scale Scores, Overall

Test Grade Span Level Grade

2013 2014 2015 Difference

(2014->2013) Difference

(2015->2014) N Mean N Mean N Mean N Mean N Mean

K–1 K 16497 395.97 16829 395.02 16710 399.57 332 -0.95 -119 4.55 1 15197 453.04 16128 452.97 16710 456.24 931 -0.07 582 3.27

2–3 2 13209 476.56 13907 474.89 14870 477.37 698 -1.67 963 2.48 3 10665 494.47 11864 496.08 12671 496.73 1199 1.61 807 0.65

4–5 4 7886 507.39 10012 509.74 10680 514.51 2126 2.35 668 4.77 5 7021 523.55 7454 521.80 9250 528.63 433 -1.75 1796 6.83

6–8 6 5673 527.73 6052 527.20 6458 534.17 379 -0.53 406 6.97 7 4871 537.56 5224 535.56 5681 543.14 353 -2.00 457 7.58 8 4112 542.97 4530 543.34 5063 552.60 418 0.37 533 9.26

9–12

9 3870 527.67 4078 527.14 4451 530.44 208 -0.53 373 3.30 10 3308 537.28 3207 535.97 3634 536.87 -101 -1.31 427 0.90 11 2538 538.20 2766 541.40 2689 543.41 228 3.20 -77 2.01 12 2195 540.52 2312 542.62 2437 546.03 117 2.10 125 3.41

Figure 9. WELPA 2012–2015 Mean Scale Scores, Overall

Subgroup performance on the 2015 WELPA is reported by gender, primary language, race/ethnicity, and status of special education (see Tables 14–26). Small differences in test

320330340350360370380390400410420430440450460470480490500510520530540550560570580590600610620

K 1 2 3 4 5 6 7 8 9 10 11 12

WELPA 2012-2015 Overall

2012 Mean 2013 Mean 2014 Mean 2015 Mean

2014Mean-1SD 2014Mean+1SD 2015Mean-1SD 2015Mean+1SD


performance were observed among subgroups on the Overall mean scale score. The observed differences were generally about or within one standard deviation of the scale score, which suggests that the WELPA tests tend to assess subgroups in a similar manner. The percentage of male students was generally higher than that of female students across grades. Mean scale scores of female students were slightly higher than those of male students in most grades with the differences ranging from 3.80 (Grade 12) to 8.40 (Grade 1) score points. Students who had Spanish reported as their primary language accounted for more than half of the test population at each grade (range: 52.36%–68.30%). Among the eight individual primary language groups (“Spanish,” “Russian,” “Vietnamese,” “Somali,” “Ukrainian,” “Chinese,” “Korean,” and “Tagalog”), the “Korean” group frequently scored the highest (in Grades 2, 3, 5, 6, 9, and 11). The “Chinese” group scored the highest in Grades K and 1; the “Vietnamese” group, in Grade 4; the “Tagalog” group, Grades 7, 8 and 10; and the “Russian” group for Grade 12. The “Spanish” group showed the lowest mean scores in Grades K–2, while the “Somali” group had scored lowest in Grades 3–12. Group performance by race and ethnicity shows that in early Grades (K–6) Asian students had the highest group mean scale scores among the seven identified groups. In Grade 7, White students scored the highest. In Grade 8 Hispanic students scored highest, and in Grade 9, it was multi-group. In Grades 10 and 11, Native American students had the highest group mean. White students scored highest in Grade 12. At the same time, the lowest group means for Grades K, 4, 5, 10, and 11 were observed with Hawaiian/Pacific students. For Grades 1, 2, 3, and 6, Native American students had the lowest group means; for Grades 7, 8, and 9, it was Black students with the lowest group mean. The “multi” group had the lowest group mean in Grade 12. The percentages of students in the special education program (“Special Ed.”) ranged from 7.22% (K) to 22.47% (Grade 6). Mean scale scores of “Special Ed.” students were consistently lower than those of the “Non-Special Ed.” group.


Table 14. Subgroup Statistics, Overall, Kindergarten

Grade Categorization Subgroup N % Raw Score Scale Score

Mean SD Mean SD

K

All Students 16710 100.00 51.89 14.19 399.57 44.32

Gender Female 8168 48.88 53.04 14.10 403.30 44.52 Male 8537 51.09 50.80 14.20 396.00 43.83 Not Provided 5 0.03 . . . .

Primary Language

Spanish 10403 62.26 49.63 13.17 391.69 39.82 Russian 797 4.77 51.65 14.43 402.50 43.32 Vietnamese 628 3.76 54.26 14.22 406.86 44.47 Somali 386 2.31 52.18 12.80 399.48 40.05 Ukrainian 349 2.09 51.34 13.63 399.69 40.19 Chinese 484 2.90 62.16 15.35 436.21 52.45 Korean 236 1.41 61.64 13.34 432.72 42.86 Tagalog 111 0.66 55.92 13.16 414.65 40.60 Other 3268 19.56 56.50 15.07 414.51 49.24 Not Provided 48 0.29 43.52 20.05 375.10 58.50

Race/Ethnicity

Native American 168 1.01 50.58 10.58 392.73 33.04 Asian 2625 15.71 58.99 15.07 424.13 49.89 Black 820 4.91 54.11 13.56 405.73 43.13 Hispanic 10392 62.19 49.70 13.19 391.94 39.93 White 2078 12.44 53.18 14.64 405.20 44.80 Hawaiian/Pacific 271 1.62 47.44 13.58 383.10 41.95 Multi 276 1.65 58.53 14.56 420.45 47.15 Not Provided 80 0.48 42.70 17.49 372.14 51.17

Special Ed. Special Ed. 1207 7.22 41.33 14.18 368.96 41.47 Non-Special Ed. 15503 92.78 52.71 13.86 401.94 43.64

Table 15. Subgroup Statistics, Overall, Grade 1


Mean SD Mean SD

1

All Students 16710 100.00 90.15 17.46 456.24 39.51


Primary Language


Race/Ethnicity






Mean SD Mean SD

2

All Students 14870 100.00 79.21 17.24 477.37 36.38


Primary Language


Race/Ethnicity





Mean SD Mean SD

3

All Students 12671 100.00 88.70 16.73 496.73 35.05


Primary Language


Race/Ethnicity





Grade Categorization Subgroup N %

Raw Score Scale Score Mean SD Mean SD

4

All Students 10680 100.00 72.10 17.73 514.51 37.95


Primary Language


Race/Ethnicity





Mean SD Mean SD

5

All Students 9250 100.00 78.72 17.71 528.63 39.21


Primary Language


Race/Ethnicity






Mean SD Mean SD

6

All Students 6458 100.00 69.84 16.51 534.17 42.68


Primary Language


Race/Ethnicity





Mean SD Mean SD

7

All Students 5681 100.00 73.23 17.23 543.14 44.27

Gender Female 2547 44.83 74.48 16.44 546.35 41.74 Male 3134 55.17 72.21 17.78 540.54 46.08 Not Provided . . . . . .

Primary Language


Race/Ethnicity






Mean SD Mean SD

8

All Students 5063 100.00 76.80 17.43 552.60 45.01


Primary Language


Race/Ethnicity





Mean SD Mean SD

9

All Students 4451 100.00 68.40 18.78 530.44 48.58


Primary Language


Race/Ethnicity






Mean SD Mean SD

10

All Students 3634 100.00 70.88 18.24 536.87 47.02


Primary Language


Race/Ethnicity


Special Ed. Special Ed. 729 20.06 67.61 16.58 528.67 44.07 Non-Special Ed 2905 79.94 71.71 18.55 538.93 47.52



Mean SD Mean SD

11

All Students 2689 100.00 73.72 16.79 543.41 43.19


Primary Language


Race/Ethnicity






Mean SD Mean SD

12

All Students 2437 100.00 74.83 16.24 546.03 41.92


Primary Language


Race/Ethnicity



6.1.2 Performance Level Distributions

The 2015 WELPA reports a continuum of four performance levels: Beginning/Advanced Beginning (Level 1), Intermediate (Level 2), Advanced (Level 3), and Transitional (Level 4), on nine test scales (Overall, Listening, Speaking, Reading, Writing, Comprehension, Oral, Productive, and Literacy). Table 27 shows the percentage of students in each Overall performance level by grade span and grade. Performance level distributions on each of the component scales are summarized in Appendix E, and performance level distribution statistics on the base domain scales by subgroup are provided in Appendix F. On the Overall scale, the largest number of students was assigned to Level 3, except for Kindergarten, where Level 2 had the highest percentage of students. Level 1 generally had the smallest percentage of students (<7%), with the exception of Kindergarten (8.98%). The percentage of Level 4 students was generally above 11%, except for Kindergarten (8.50%). Grade 8 showed the highest percentage of Level 4 students (34.14%).


Table 27. Performance Level Distributions, Overall

Grades N Percentage

Level 1 Level 2 Level 3 Level 4 K–1 33408 5.61 43.47 40.05 10.87

K 16709 8.98 49.79 32.72 8.50 1 16699 2.23 37.15 47.37 13.25

2–3 27504 2.20 25.79 57.43 14.58 2 14856 2.34 32.03 50.24 15.39 3 12648 2.02 18.47 65.88 13.63

4–5 19859 2.30 14.06 62.44 21.20 4 10647 2.42 15.42 65.39 16.77 5 9212 2.16 12.49 59.02 26.32

6–8 17103 2.79 13.05 56.92 27.23 6 6429 3.02 14.14 57.02 25.82 7 5654 2.65 13.18 61.46 22.71 8 5020 2.67 11.51 51.67 34.14

9–12 13147 4.62 21.75 55.13 18.49 9 4423 6.56 23.02 55.39 15.04

10 3617 4.62 21.21 55.21 18.97 11 2679 3.14 21.39 54.91 20.57 12 2428 2.76 20.68 54.78 21.79

Performance level percentages on Overall by grade span and grade for WELPA 2014 and 2015, as well as the difference in Level 4 percentages between the two years, are presented in Table 28. The Level 4 percentages increased from 2014 to 2015 for the majority of the grades, which ranged from 0.97% to 16.48%. In Grade 3, there was a slight drop in the Level 4 percentage of -34%. To facilitate comparison across years, the performance level distributions on Overall from 2012 to 2015 are visually depicted in Section 5.2. Table 28. Performance Level Distributions for WELPA 2014–2015, Overall

Grades 2014 Percentage 2015 Percentage

Level 4 Percentage Change

Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 (2015->2014) K–1 6.24 46.53 38.62 8.61 5.61 43.47 40.05 10.87 2.26

K 10.25 53.43 30.06 6.26 8.98 49.79 32.72 8.50 2.24 1 2.06 39.32 47.56 11.05 2.23 37.15 47.37 13.25 2.20

2–3 2.27 27.74 56.39 13.61 2.20 25.79 57.43 14.58 0.97 2 2.55 34.64 49.51 13.3 2.34 32.03 50.24 15.39 2.09 3 1.94 19.65 64.45 13.97 2.02 18.47 65.88 13.63 -0.34

4–5 2.59 16.06 66.75 14.6 2.30 14.06 62.44 21.20 6.60 4 2.63 16.81 68.63 11.94 2.42 15.42 65.39 16.77 4.83 5 2.54 15.05 64.23 18.18 2.16 12.49 59.02 26.32 8.14

6–8 2.42 13.97 70.19 13.41 2.79 13.05 56.92 27.23 13.82 6 2.56 15.55 68.85 13.04 3.02 14.14 57.02 25.82 12.78 7 2.2 13.5 74.14 10.16 2.65 13.18 61.46 22.71 12.55 8 2.49 12.41 67.44 17.66 2.67 11.51 51.67 34.14 16.48

9–12 4.33 22.79 56.83 16.06 4.62 21.75 55.13 18.49 2.43 9 6.5 23.61 57.28 12.6 6.56 23.02 55.39 15.04 2.44

10 4.4 21.08 56.63 17.9 4.62 21.21 55.21 18.97 1.07 11 2.78 21.26 58.42 17.53 3.14 21.39 54.91 20.57 3.04 12 2.25 25.52 54.41 17.82 2.76 20.68 54.78 21.79 3.97

Subgroup performance level distributions at the base domain level can be found in Appendix F. In general, “Special Ed.” students showed a different distribution pattern from “Non-Special Ed.” students. The former group generally had higher percentages in lower performance levels (Levels 1 and 2) and lower percentages in higher performance levels (Levels 3 and 4).


6.1.3 Internal Reliability and Standard Error of Measurement

Total-test reliability measures, such as Cronbach’s (1951) coefficient alpha and standard error of measurement, consider the consistency (reliability) of performance over all test questions in a given form, the results of which imply how well the test items measure the intended construct and could continue to do so over repeated administrations. Total-test reliability coefficients, such as the coefficient alpha, may range from 0.00 to 1.00, where 1.00 stands for a perfectly consistent test. The internal consistency reliabilities of the 2015 WELPA scales on Listening, Speaking, Reading, and Writing were evaluated using Cronbach’s coefficient alpha. Because the WELPA Overall scale score is a composite (the unweighted mean of the four component scale scores on Listening, Speaking, Reading, and Writing), the internal consistency reliability of Overall was computed using the formula for the reliability of battery composites,

22

'2

1'

)1(1

Z

xxx

k

jZZ k

jjj

σ

ρσρ

−−=∑= ,

where k = the number of relevant component scales (e.g., for the 2015 WELPA Overall, k = 4),

jj xx 'ρ = reliability of each of the component scales,

jx2σ = scale score variance of each of the component scales, and 2Zσ = variance of the composite scale score.

This approach was also used to estimate the reliability for other composite scores including Comprehension, Oral, Productive, and Literacy. The internal consistency reliability coefficients of the Overall scale for the 2015 annual WELPA are shown in Table 11 in Section 6.1.1. The reliability estimates for the other scales are reported in Appendix B. Achievement tests are typically considered to be of sound reliability when their reliability coefficients are in the range of 0.80 and above. The Overall score reliability coefficients well exceeded 0.90 for every grade and grade span. In addition, all of the reliability coefficients for Speaking, Oral, Productive, Comprehension, and Literacy met or exceeded this criterion. In Reading and Writing, reliability coefficients across grades were all near or above 0.80, ranging from 0.78 to 0.87 in Reading and 0.77 to 0.87 in Writing. The reliability coefficients for the Listening scale ranged from 0.60 to 0.79 across grades. Interpretations of these coefficients should take into consideration the test length and the intended stakes of each scale. Another measure of reliability is an estimate of the degree of measurement error in students’ total raw score on a test, or classical standard error of measurement (SEM). It represents the number of score points about which a given score can vary due to assessment errors. The lower the SEM, the lower the variability and the higher the reliability. The classical SEMs are reported in Table 11 (for Overall) and Appendix B (for component scales). The observed SEMs


are relatively small in comparison to the total length of the test scale and the estimated raw score standard deviations. Conditional SEMs on scale scores can be found in Appendix A. In addition to internal consistency reliability coefficients and SEMs, it is valuable to examine the test score correlations between the four base test domains (Listening, Speaking, Reading, and Writing), as the Overall score is computed as the average of domain-level scale scores to serve as an indicator of the overall English language proficiency. Table 29 presents the relevant Pearson product-moment correlation coefficients by grade span level. Table 29. Domain-Level Correlations by Grade Span Level

Grades

Domain-Level Correlations Listening & Speaking

Listening & Reading

Listening & Writing

Speaking & Reading

Speaking & Writing

Reading & Writing

K 0.48 0.52 0.52 0.40 0.47 0.66 1 0.49 0.55 0.54 0.46 0.54 0.72

2–3 0.52 0.58 0.56 0.42 0.47 0.71 4–5 0.48 0.58 0.54 0.52 0.57 0.70 6–8 0.55 0.59 0.57 0.49 0.57 0.71

9–12 0.55 0.63 0.58 0.56 0.60 0.72 It can be seen that the domain-level correlations were generally moderate to strong, ranging from 0.40 to 0.72. The correlations between Reading and Writing (both of which relate to literacy and written communication) were the strongest (well above 0.60) across grade span levels, followed by those between Listening and Reading (relating to receptive skills), which were above 0.50. The modest to strong correlations support using the average domain-level scale scores as the Overall score, instead of having a uniform IRT scale for Overall based on items from all four domains.

6.1.4 Inter-Rater Agreement

The read-behind procedure was implemented to monitor and control inter-rater reliability in scoring of written CR items. Approximately 10% of the student responses for each item were scored by a second rater. The data from the read-behind procedure were used to estimate the degree of inter-rater agreement. Table 30 shows the obtained inter-rater agreement statistics for each testing grade span. The average percentages of exact agreement at each testing grade span ranged from 71.24% to 86.65%, and those of adjacent scores ranged from 9.36% to 24.86%. The total percentages of exact agreement and adjacent scores were high across grade spans, from 96.01% to 98.53%. Table 30. Inter-Rater Agreement Statistics

Grades

Inter-Rater Agreement

% Exact % Adjacent Total ( % Exact + % Adjacent)

K–1 86.65% 9.36% 96.01% 2–3 71.24% 24.86% 96.11% 4–5 78.01% 18.30% 96.31% 6–8 78.59% 19.93% 98.53%

9–12 76.37% 20.54% 96.91%


6.1.5 Classification Accuracy and Consistency

While it is always important to know the reliability of student scores in any assessment, it is of even greater importance to assess the reliability of the decisions based on these scores. Evaluation of the reliability of classification decisions is performed through estimation of the probabilities of correct and consistent classification of student performance. Methodology from Livingston and Lewis (1995) was applied to derive measures of the accuracy and consistency of the classifications. This methodology allows for any combination of item format within the test. According to Livingston and Lewis (1995, p. 180), the accuracy of a classification is “…the extent to which the actual classifications of the test takers…agree with those that would be made on the basis of their true score, if their true scores could somehow be known.” Accuracy estimates are calculated from cross-tabulations between “classifications based on an observable variable (scores on…a test) and classifications based on an unobservable variable (the test takers’ true scores).” True score is equivalent to a hypothetical mean of scores from all possible forms of the test if they were obtainable (Young & Yoon, 1998). Since these true scores are not available, Livingston and Lewis provide a method to estimate the true score distribution of a test and create the cross-tabulation of the true score and observed score classifications. Classification consistency is “the agreement between classifications based on two non-overlapping, equally difficult forms of the test” (Livingston & Lewis, 1995). It is estimated using actual response data from a test and the test’s reliability. Based on this input information, two parallel forms of the test are statistically modeled, and the classifications based on these parallel forms are compared. Three types of accuracy and consistency indices are reported: overall, conditional on performance level, and conditional on cutpoint. The overall accuracy of performance level classifications represents a proportion (or percent) of correct classifications across all the levels. For example, an estimate of 0.80 on the overall classification accuracy means that 80% of students have their test performance classified in the same proficiency categories based on their observed scores as they would have it classified based on their true scores, if known. The overall classification consistency index is computed analogously. For instance, an estimate of 0.72 means that 72% of students would be classified in the same performance levels based on the alternate form, as if they had taken it. Another way to express overall classification consistency is to use Cohen’s kappa coefficient (Cohen, 1960). Kappa is a measure of “how much agreement exists beyond chance alone” (Fleiss, 1973, p. 146). In the case of consistency, kappa is the proportion of consistent classifications between two forms after removing the proportion of consistent classifications that would be expected by chance alone. If agreement is perfect, kappa will be equal to +1. If agreement is at chance levels, then kappa will be equal to zero. Classification accuracy (or consistency), conditional on a performance level, is computed as the ratio between the proportion of correct (or alternative) classifications at the selected level and the proportion of all student performance classified into that level. The classification accuracy (or consistency) index, conditional on a cutpoint, is computed as the sum of the proportions of correct classifications around a selected cutpoint. For example, if the accuracy index at the cutpoint between the Advanced and Transitional levels equals 0.96, this


means that 96% of student performance was correctly classified either above or below the particular cutpoint. Additionally, false positive and false negative rates can be examined. A false positive rate conditional on a cutpoint describes the percentage of students who were classified above the cutpoint by their scores, but fell below the cutpoint by their true or alternative scores. Similarly, a false negative rate conditional on a cutpoint shows the percentage of students with assigned performance levels below the cutpoint whose true or alternative levels were above the cutpoint. Empirical data plots and model fit statistics were inspected to determine the density function to use for estimating the true score distribution. Two models were considered: the two-parameter beta and the four-parameter beta. The two-parameter beta was found to have a better fit with the observed proportional score distributions and therefore was used in the estimation. Tables 31 and 32 present the classification accuracy and consistency results on Overall by grade. In Table 31, overall accuracy (Acc.) and consistency (Con.) indices, including kappa, as well as the percentages of accurate and consistency classifications conditional on performance levels, are provided. Table 32 provides a summary of classification accuracy and consistency results conditional on cutpoints. For each cutpoint, the report shows the percent of accurate/consistent classifications (% Correct), false positive rates, and false negative rates. Accuracy and consistency results on the eight component scales are provided in Appendix G (which reports overall indices and indices conditional on performance levels) and Appendix H (which reports indices conditional on cutpoints). It is noted that the overall classification accuracy estimates were high across grades (≥ 0.84), and the overall consistency estimates either exceeded or were close in value to 0.80. The reported kappa values ranged from 0.65 to 0.71. As the kappa estimate removes the probability of agreement by chance, it is expected to have a lower value than the overall consistency estimate. Kappa values below 0.40 generally indicate poor agreement. When conditional on the performance level, Level 4 showed high classification accuracy (≥ 0.83) and consistency (0.71 to 0.85). The results conditional on the Level 3/Level 4 cutpoint also support high classification consistency and accuracy for Level 4. All the accuracy and consistency indices were at or exceeded 0.90, and all the false positive/negative rates were fairly low (≤ 0.05).


Table 31. Classification Accuracy and Consistency Results, Conditional on Performance Level, Overall

Grade Overall Level 1 Level 2 Level 3 Level 4

Acc. Con. Kappa Acc. Con. Acc. Con. Acc. Con. Acc. Con. K 0.84 0.78 0.65 0.84 0.74 0.86 0.82 0.81 0.73 0.83 0.71 1 0.87 0.81 0.70 0.82 0.67 0.90 0.86 0.84 0.78 0.87 0.78 2 0.85 0.79 0.67 0.81 0.65 0.89 0.84 0.82 0.76 0.86 0.77 3 0.87 0.82 0.71 0.77 0.57 0.88 0.83 0.87 0.83 0.87 0.79 4 0.87 0.81 0.68 0.81 0.66 0.84 0.76 0.88 0.85 0.86 0.78 5 0.87 0.82 0.70 0.80 0.64 0.85 0.77 0.87 0.83 0.89 0.82 6 0.86 0.80 0.68 0.82 0.67 0.83 0.76 0.86 0.82 0.87 0.80 7 0.87 0.82 0.70 0.81 0.66 0.84 0.76 0.88 0.85 0.88 0.81 8 0.87 0.82 0.71 0.82 0.67 0.84 0.76 0.86 0.82 0.90 0.85 9 0.85 0.78 0.68 0.84 0.74 0.85 0.80 0.84 0.78 0.86 0.77 10 0.85 0.79 0.68 0.83 0.69 0.85 0.79 0.85 0.80 0.87 0.80 11 0.85 0.79 0.68 0.79 0.59 0.87 0.80 0.84 0.79 0.87 0.80 12 0.85 0.78 0.67 0.78 0.59 0.87 0.81 0.82 0.76 0.87 0.80

Note. Acc.=Accuracy; Con.=Consistency.

Table 32. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Overall

Grade Type

Level 1/Level 2 Level 2/Level 3 Level 3/Level 4 %

Correct False

positive False

negative %

Correct False

positive False

negative %

Correct False

positive False

negative

0 Acc. 0.96 0.02 0.02 0.91 0.04 0.04 0.96 0.02 0.01 Con. 0.95 0.03 0.03 0.88 0.06 0.06 0.95 0.03 0.03

1 Acc. 0.99 0.00 0.00 0.92 0.04 0.04 0.95 0.03 0.02 Con. 0.99 0.00 0.00 0.89 0.05 0.05 0.93 0.04 0.04

2 Acc. 0.99 0.00 0.01 0.92 0.04 0.04 0.94 0.03 0.02 Con. 0.99 0.01 0.01 0.88 0.06 0.06 0.92 0.04 0.04

3 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.94 0.03 0.02 Con. 1.00 0.00 0.00 0.90 0.05 0.05 0.92 0.04 0.04

4 Acc. 0.99 0.00 0.01 0.94 0.03 0.04 0.94 0.03 0.02 Con. 0.99 0.01 0.01 0.91 0.05 0.05 0.92 0.04 0.04

5 Acc. 1.00 0.00 0.00 0.95 0.02 0.03 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.92 0.04 0.04 0.90 0.05 0.05

6 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.91 0.05 0.05 0.91 0.05 0.05

7 Acc. 0.99 0.00 0.00 0.95 0.02 0.03 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.92 0.04 0.04 0.91 0.05 0.05

8 Acc. 0.99 0.00 0.00 0.95 0.02 0.03 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.93 0.03 0.03 0.90 0.05 0.05

9 Acc. 0.98 0.01 0.01 0.92 0.04 0.04 0.95 0.03 0.02 Con. 0.97 0.02 0.02 0.89 0.05 0.05 0.93 0.04 0.04

10 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.94 0.04 0.03 Con. 0.98 0.01 0.01 0.90 0.05 0.05 0.91 0.04 0.04

11 Acc. 0.99 0.00 0.00 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.91 0.05 0.05

12 Acc. 0.99 0.00 0.00 0.92 0.04 0.04 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.89 0.05 0.05 0.90 0.05 0.05

Note. % Correct=% accurate/consistent classifications; Acc.=Accuracy; Con.=Consistency.


6.2 Item-Level Statistics Item-level statistics were used to describe how items performed from a classical test theory approach. Results provide further evidence for evaluation of student performance on an item-by-item basis.

6.2.1 Item Difficulty and Discrimination Power

Classical item analysis statistics were computed for the 2015 WELPA administration. The tables in Appendix I present item-level descriptive statistics for each grade and base scale. These tables contain the following information: item number, p-value, item correlation with the total test score (item-total correlation), and percent omit. The p-value for an MC item represents the proportion of students who answered the item correctly. The p-value for a CR item represents the mean raw score for the item divided by the maximum possible score for that item. Most p-values were in the typical difficulty range between 0.30 and 0.90. Across grades, the p-values ranged from 0.15 to 0.97 for Listening (mean across grades: 0.68), 0.54 to 0.93 for Speaking (mean: 0.79), 0.15 to 0.95 for Reading (mean: 0.58), and 0.20 to 0.98 for Writing (mean: 0.63). Within grade spans, p-values ranged from 0.15 to 0.98 in Grades K–1, from 0.30 to 0.97 in Grades 2–3, from 0.18 to 0.94 in Grades 4–5, from 0.21 to 0.93 in Grades 6–8, and from 0.15 to 0.91 in Grades 9–12. The wide ranges of p-values support appropriate assessment of students from diverse language ability levels. An important indicator of item quality is the correlation of scores on that item with scores on the total test. The 2015 item-total correlations (point-biserial correlation coefficients for MC items and Pearson product-moment correlations for CR items) are reported. To compute these correlations, the “total” score is defined as the total score on the specific domain test. A positive item-total correlation suggests that the item contributes positively to measurement of the intended construct. The correlation value of 1.0 means perfect correlation between the item score and the total test score. The observed item-total correlations in the 2015 WELPA administration were all positive and largely in the range of 0.04 to 0.90. The correlations ranged from 0.05 to 0.59 for Listening (mean across grades: 0.37), from 0.34 to 0.90 for Speaking (mean: 0.80), from 0.04 to 0.59 for Reading (mean: 0.41), and from 0.18 to 0.76 for Writing (mean: 0.48). Within grade spans, the item-total correlations varied from 0.17 to 0.83 in Grades K–1, from 0.20 to 0.81 in Grades 2–3, from 0.21 to 0.83 in Grades 4–5, from 0.04 to 0.88 in Grades 6–8, and from 0.05 to 0.90 in Grades 9–12.

6.2.2 Omit Rate

In addition to p-values and item-total correlations, it is important to track the rate at which students omit or simply do not respond to items. Omit rates are often useful in determining whether testing times are sufficient, particularly if there is a high rate of items omitted at the end of a test section. In cases where speediness is not an issue, high item omit rates may indicate confusing test questions, student fatigue, or high level of item difficulty. The item analysis tables in Appendix I show the rate at which students omitted items. Omit rates were generally low (< 5%) for students in Grades 2 through 12. Omit rates were relatively higher for K–1.


For the Listening items, omit rates ranged from 0.22% to 7.86% and were below 5% except for two items in Kindergarten. Speaking omit rates were all below 5% and ranged from 0.00% to 1.58%. Reading omit rates were the highest ranging from 0.33% to 15.74%, with the high-omit rate items typically near the end of the test or among the most difficult items on the test. It is noted that Kindergarten Reading had 10 items above 5% (range: 5.58%–15.74%), but the same items all had an omit rate well below 5% in Grade 1. Writing omit rates ranged from 0.31% to 8.16%, with all the high omit rate items from K–1. In the Kindergarten Writing test, most items had omit rates above 5%. The same items in Grade 1, however, all had their omit rates well below 5%. The high omit rates in Reading and Writing for Kindergarten but not for Grade 1 is understandable given the often observed curriculum difference between the two grades regarding literacy development and expectations.


Chapter 7 Test Fairness

7.1 Types of Evidence Fairness is “central to the validity and comparability of the interpretation of test scores for intended uses” (AERA, APA, & NCME, 2014, p. 63) Tests should be as fair as possible for test takers of different races, gender, ethnic backgrounds, or disability status. Fairness permeates all aspects of testing. For example, the Code of Fair Testing Practices in Education (Joint Committee on Testing Practices [JCTP], 2004) provides guidelines in four critical areas:

• developing and selecting appropriate tests • administering and scoring tests • reporting and interpreting test results • informing test takers about the nature of the test, test taker rights and responsibilities,

the appropriate use of scores, and procedures for resolving challenges to scores In the 2014 version of the Testing Standards, eight specific standards from the section of Fairness in Testing apply to WELPA. These standards are listed below.

• Those responsible for test development, revision, and administration should design all steps of the testing process to promote valid score interpretations for intended score uses for the widest possible range of individuals and relevant subgroups in the intended population. (Standard 3.1)

• Test developers are responsible for developing tests that measure the intended construct and for minimizing the potential for tests’ being affected by construct-irrelevant characteristics, such as linguistic, communicative, cognitive, cultural, physical, or other characteristics. (Standard 3.2)

• Those responsible for test development should include relevant subgroups in validity, reliability/precision, and other preliminary studies used when constructing the test. (Standard 3.3)

• Test takers should receive comparable treatment during the test administration and scoring process. (Standard 3.4)

• Test developers should specify and document provisions that have been made to test administration and scoring procedures to remove construct-irrelevant barriers for all relevant subgroups in the test-taker population. (Standard 3.5)

• When tests require the scoring of constructed responses, test developers and/or users should collect and report evidence of the validity of score interpretations for relevant subgroups in the intended population of test takers for the intended use of the test scores. (Standard 3.8)

• Test developers and/or test users are responsible for developing and providing test accommodations, when appropriate and feasible, to remove construct-irrelevant barriers that otherwise would interfere with examinees’ ability to demonstrate their standing on the target constructs. (Standard 3.9)

• When test accommodations are permitted, test developers and/or test users are responsible for documenting standard provisions for using the accommodation and for monitoring the appropriate implementation of the accommodation. (Standard 3.10)


7.2 Summary of Evidence Procedural and empirical evidence that addresses the aforementioned guidelines and standards is presented throughout the report and summarized in this section. The guidelines and standards are grouped by relevance and are followed by a summary of pertinent evidence for the 2015 WELPA as well as a list of sections in which detailed information about the evidence is provided. Guidelines/Standards

• developing and selecting appropriate tests

• Those responsible for test development, revision, and administration should design all steps of the testing process to promote valid score interpretations for intended score uses for the widest possible range of individuals and relevant subgroups in the intended population. (Standard 3.1)

• Test developers are responsible for developing tests that measure the intended construct and for minimizing the potential for tests’ being affected by construct-irrelevant characteristics, such as linguistic, communicative, cognitive, cultural, physical, or other characteristics. (Standard 3.2)

• Those responsible for test development should include relevant subgroups in validity, reliability/precision, and other preliminary studies used when constructing the test. (Standard 3.3)

• When tests require the scoring of constructed responses, test developers and/or users should collect and report evidence of the validity of score interpretations for relevant subgroups in the intended population of test takers for the intended use of the test scores. (Standard 3.8)

Evidence Substantial resources were devoted during the test development to help ensure that tests are as fair and unbiased as possible with respect to ethnicity, disabilities, and gender. Throughout the development process, item developers paid careful editorial attention to ensure fairness. In addition, the test items went through extensive review by internal and external review panels for bias and sensitivity. Items and the overall tests were also reviewed for key elements of Universal Design for optimal accessibility to most users. DIF analyses were performed on all items. The DIF studies included a systematic item analysis to determine whether examinees with the same underlying level of ability had the same probability of getting the item correct. Items identified with DIF were then examined to determine whether item performance differences between identifiable subgroups of the population were due to extraneous or construct-irrelevant information, making the items unfairly difficult. The inclusion of items flagged with DIF was minimized in the test development process. Test score analysis was performed for all identified subgroups on all test scales by grade and grade span. Subgroup performance by gender, primary language, race/ethnicity, and status of special education was inspected. Overall, the observed subgroup difference on mean scale score was small and within about one standard deviation.


Reference sections: Section 2.2, Section 2.5, Section 6.1 Guideline/Standards • administering and scoring tests

• Test takers should receive comparable treatment during the test administration and scoring process. (Standard 3.4)

• Test developers should specify and document provisions that have been made to test administration and scoring procedures to remove construct-irrelevant barriers for all relevant subgroups in the test-taker population. (Standard 3.5)

• Test developers and/or test users are responsible for developing and providing test accommodations, when appropriate and feasible, to remove construct-irrelevant barriers that otherwise would interfere with examinees’ ability to demonstrate their standing on the target constructs. (Standard 3.9)

• When test accommodations are permitted, test developers and/or test users are responsible for documenting standard provisions for using the accommodation and for monitoring the appropriate implementation of the accommodation. (Standard 3.10)

Evidence Procedures for test administration, scoring, and accommodations were standardized and described in detail in ancillary test materials such as DFAs, ACMs, and the Access Support and Accommodation Guidelines for State Assessments. Braille and Large Print forms of the assessment were provided to students in accordance with state-wide accommodation policies. Onsite and webinar training sessions were provided to familiarize test administrators and proctors with testing and scoring procedures. Written CR items were scored by CTB/McGraw-Hill Education’s professional handscoring team. Structured training and quality monitoring procedures were implemented to ensure intra-rater and inter-rater reliabilities. Security of test materials was assured by implementing rigorous procedures and security measures on test material shipping, tracking, distributing, and retrieval. Test administrators who had access to test materials were also trained to guard against unapproved distributions or sharing of test materials and content. Standardized data processing and sharing procedures were followed to protect the confidentiality of student information and test scores. A secure FTP client program was used for all transfers of confidential documents and test data. Reference sections: Sections 3.1–3.4, Section 4.1, Section 4.3 Guideline/Standards

• reporting and interpreting test results

• informing test takers about the nature of the test, test taker rights and responsibilities, the appropriate use of scores, and procedures for resolving challenges to scores


Evidence Information about the tests, intended score interpretations, and score uses was provided in the Interpretation Guide. The Interpretation Guide was distributed together with the score reports to schools. WELPA ELD performance definitions were provided on the back of each student report and were also translated into eight languages for distribution to report users with diverse language background. Reference sections: Section 3.1, Section 4.2, Section 4.3


Chapter 8 Reliability and Validity

8.1 Types of Evidence “Validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests. Validity is, therefore, the most fundamental consideration in developing and evaluating tests. The process of validation involves accumulating evidence to provide a sound scientific basis for the proposed score interpretations”, (AERA, APA, & NCME, 2014, p. 11). The purpose of test validation is not to validate the test itself but to validate interpretations of the test scores for particular purposes or uses. Validation is not a quantifiable property but an ongoing process or argument, beginning at initial conceptualization and continuing throughout the assessment process (Kane, 2006, pp. 131–152). Every aspect of an assessment may provide evidence in support of its validity (or evidence to the contrary), including but not limited to design, content specifications, item development, psychometric quality, and inferences based on the results. Reliability is a necessary, but not sufficient, condition of validity. It refers to the consistency of students’ test scores on parallel forms or administrations of a test. A reliable test is one that produces scores that are expected to be relatively stable if the test is administered repeatedly under similar conditions. Often, however, it is impractical to administer multiple forms of the test, and reliability is estimated on a single administration of the test. This type of reliability, known as internal consistency, provides an estimate of how consistently examinees perform across items within a test during a single test administration (Crocker & Algina, 1986). Reliability and validity evidence for the 2015 annual WELPA is described throughout this technical report and also summarized in Section 8.2. Evidence was considered for the following three aspects of validity, including reliability. Articulation of the evidence was informed by the approach of an assessment use argument (AUA; Bachman & Palmer, 2010).

• Consistency of test records. Measurement of a student’s language ability should yield consistent results regardless of the testing location, proctor, or test method. Relevant validity evidence for the 2015 WELPA includes 1) standardized and consistently followed administration procedures for all test taker groups, 2) reliable scoring of MC and CR items, and 3) internal consistency of the test.

• Appropriateness of score interpretations. Interpretations of the test scores should be substantially grounded, generalizable beyond the test to real-life language use domains, and impartial across subgroups. Evidence that was considered for the 2015 WELPA includes 1) test scores as an adequate indicator of the ability to be assessed and 2) equally meaningful score interpretations across different groups of test takers.

• Fairness of decisions. Score-based decisions should be sensitive to existing educational and societal values and relevant legal requirements. The decisions should also be equitable. Two types of evidence were collected on this aspect of validity: 1) Existing educational and societal values and relevant legal requirements have been carefully considered in score-based decisions. 2) Cut scores are accurate and consistent.


Additionally, the intended test use and score-based decisions should lead to beneficial consequences, such as positive impact on learning and instructions. This type of impact is typically influenced by a variety of social, cultural, and educational factors beyond content and psychometric properties of a test. According to the 2014 Testing Standards (AERA, APA, & NCME), sources of evidence for constructing an argument for assessment validity include those in five general areas: test content, response processes, internal structure, relationship to other variables, and consequences of testing. Documentation and empirical evidence presented in this report were obtained from the first three sources. Future efforts, when feasible, are recommended to collect evidence from the latter two sources as well so that a comprehensive body of evidence from various sources be formed and documented in support of the intended test use.

8.2 Summary of Evidence This section is organized similarly to Section 7.2. Relevant evidence is summarized for each of the three previously discussed aspects of validity. Sections of the technical report that provide more information about the evidence are also listed for the reader’s reference.

Aspect of Validity • Consistency of test records

Evidence Administration and scoring procedures were standardized and documented. Systematic trainings were provided on test administration and scoring. MC items were scanned and scored with high-quality equipment following standardized procedures. Written CR items were scored by CTB/McGraw-Hill Education’s professional handscoring team. The observed rater agreement (% Exact Agreement + % Adjacent Scores) was relatively high, about 96% or above across grade spans. The internal consistency reliability coefficients on Overall were also high, ranging from 0.92 to 0.94 across grades and grade spans. The observed raw score SEM on Overall at each grade was relatively small and well within one third of the standard deviation. Both the procedural and empirical evidence supports consistency of the WELPA test records. Reference sections: Sections 3.1–3.4, Section 4.1, Section 4.3, Section 6.1


Aspect of Validity • Appropriateness of score interpretations

Evidence The intended score interpretation is students’ language proficiency as defined and described in the target WA ELD standards (the version prior to December 2013). Results from the WELPA 2012 alignment study suggest reasonable alignment of the test to the ELD standards. The 2015 WELPA test form was also reviewed in fall 2014 by the OSPI. Considerable efforts were made to minimize construct-irrelevant factors during the process of test design, item development, and test materials construction. Overall, each test scale had an appropriate range of item difficulty for the target test population. The observed substantial item-total correlations, high internal consistency reliability coefficients, small magnitude of SEMs, and generally low omit rates support validity of the score interpretations in the sense that construct-irrelevant factors were controlled and minimized. Subgroup performance by gender, primary language, race and ethnicity, and status of special education was reported and inspected. The observed small group differences on mean scale score support the argument that WELPA measures the same construct across subgroups. Reference sections: Section 2.2, Section 2.3, Section 2.5, Section 6.1, Section 6.2 Aspect of Validity • Fairness of decisions Evidence WELPA test scores and performance levels are critical information for making TBIP exit decisions and for calculating Title III AMAO reporting results. These decisions based on WELPA test records are made with judicious reference to state legislature and educational policies. The Transitional level (Level 4) on Overall has been used as a key criterion in determining a student’s eligibility for the TBIP. It is also used in the AMAO-2 reporting which measures the percentage of students attaining Level 4. Empirical evidence shows that the classification accuracy indices for Level 4 in the 2015 WELPA were relatively high, all at or above 0.83, which means that at least 83% of the students who would be classified into Level 4 based on their true scores, if they were known, are expected to be correctly classified into Level 4 using the 2015 WELPA. Additionally, the accuracy indices conditional on the Level 3/Level 4 cutpoint were high (≥ 0.90). This means that a minimum of 90% of the students are expected to be classified correctly below or beyond that cutpoint. These estimates, along with other reported classification accuracy and consistency indices, support fairness of the score-based decisions. Reference sections: Section 1.1, Section 6.1


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Council of Chief State School Officers [CCSSO]. (2012). Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: CCSSO.

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APPENDICES

Appendix A Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)


Table 33. Kindergarten Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)

Speaking Reading Writing

RS SS SEM RS SS SEM RS SS SEM 0 300 107 0 240 115 0 200 70 1 367 21 1 240 115 1 200 70 2 389 15 2 240 115 2 200 70 3 397 12 3 240 115 3 200 70 4 408 11 4 240 115 4 200 70 5 414 10 5 240 115 5 200 70 6 422 9 6 241 86 6 200 65 7 429 9 7 278 48 7 201 56 8 434 9 8 316 29 8 272 44 9 440 9 9 331 21 9 298 35

10 446 8 10 343 17 10 320 30 11 450 8 11 352 16 11 337 28 12 454 8 12 367 15 12 351 26 13 459 8 13 374 14 13 365 25 14 463 9 14 382 15 14 385 25 15 468 9 15 390 15 15 402 25 16 473 9 16 403 15 16 422 26 17 478 9 17 410 15 17 436 29 18 484 10 18 419 15 18 458 37 19 490 11 19 437 16 19 481 59 20 498 12 20 437 19 20 630 188 21 510 15 21 468 23

22 529 21 22 550 119 23 580 80

Note. The Kindergarten Listening scoring table is the same as in Grade 1


Table 34. Grade 1 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)

Listening Speaking Reading

Writing

RS SS SEM RS SS SEM RS SS SEM RS SS SEM 0 300 113 0 300 101 0 240 111 0 200 63 1 300 113 1 380 21 1 240 111 1 200 63 2 300 113 2 389 15 2 240 111 2 200 63 3 300 113 3 397 12 3 240 111 3 200 63 4 300 113 4 404 10 4 240 111 4 200 63 5 354 50 5 409 9 5 240 111 5 200 63 6 377 28 6 414 9 6 240 111 6 200 58 7 390 18 7 417 8 7 240 111 7 201 49 8 399 14 8 422 8 8 241 62 8 233 41 9 408 13 9 427 7 9 250 39 9 273 34

10 416 12 10 431 7 10 284 27 10 299 29 11 418 11 11 435 7 11 306 21 11 319 26 12 425 11 12 438 7 12 321 18 12 321 23 13 434 12 13 441 7 13 334 16 13 337 22 14 443 12 14 445 7 14 345 15 14 351 20 15 453 13 15 448 7 15 354 15 15 364 19 16 455 15 16 450 7 16 362 14 16 375 19 17 466 19 17 453 7 17 369 14 17 385 18 18 490 24 18 455 7 18 378 14 18 394 17 19 509 37 19 458 7 19 389 13 19 402 17 20 530 52 20 460 7 20 396 13 20 409 17

21 463 7 21 403 13 21 415 17

22 466 7 22 409 13 22 422 17

23 469 7 23 416 13 23 428 17

24 473 7 24 423 13 24 434 17

25 475 8 25 434 14 25 441 18

26 478 8 26 442 15 26 447 19

27 483 8 27 451 16 27 453 20

28 486 9 28 461 19 28 465 22

29 492 9 29 476 27 29 473 26

30 497 10 30 550 102 30 489 34

31 503 11

31 502 53

32 510 12

32 630 169

33 519 15

34 550 20 35 580 71


Table 35. Grades 2–3 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)


RS SS SEM RS SS SEM RS SS SEM RS SS SEM 0 310 109 0 310 123 0 300 112 0 270 80 1 310 109 1 378 15 1 300 112 1 270 80 2 310 109 2 390 10 2 300 112 2 270 80 3 310 109 3 398 8 3 300 112 3 270 80 4 319 51 4 405 7 4 300 112 4 270 57 5 375 28 5 411 7 5 300 112 5 271 39 6 394 20 6 417 6 6 300 65 6 275 33 7 407 16 7 422 6 7 301 41 7 336 29 8 417 14 8 426 6 8 375 30 8 359 27 9 425 13 9 430 6 9 398 25 9 376 26 10 433 13 10 435 5 10 413 22 10 378 24 11 440 13 11 439 5 11 430 20 11 391 23 12 447 13 12 444 5 12 438 18 12 402 21 13 454 15 13 448 5 13 444 18 13 413 20 14 462 16 14 453 5 14 450 17 14 429 19 15 470 18 15 456 5 15 456 17 15 437 18 16 487 22 16 459 5 16 461 17 16 446 17 17 501 26 17 463 5 17 466 16 17 453 17 18 522 32 18 467 5 18 472 17 18 460 17 19 523 39 19 470 5 19 476 17 19 466 17 20 560 40 20 472 5 20 481 17 20 471 17

21 475 5 21 483 18 21 477 17

22 479 6 22 489 18 22 482 17

23 482 6 23 495 19 23 488 18

24 485 6 24 502 20 24 493 19

25 489 6 25 509 20 25 501 20

26 492 6 26 517 22 26 508 21

27 496 6 27 527 24 27 514 24

28 499 7 28 539 28 28 521 27

29 504 7 29 555 40 29 536 33

30 510 8 30 610 52 30 547 43

31 516 9

31 563 65

32 523 11

32 640 74

33 543 16

34 600 87





10 473 25 10 459 8 10 477 21 10 453 18 11 485 25 11 460 8 11 487 20 11 460 18 12 496 25 12 468 8 12 494 19 12 471 18 13 519 26 13 469 8 13 499 18 13 472 18 14 520 27 14 472 8 14 505 18 14 482 18 15 534 29 15 477 8 15 510 18 15 488 18 16 552 33 16 481 8 16 516 18 16 493 18 17 571 40 17 487 8 17 522 18 17 500 19 18 572 55 18 489 8 18 528 18 18 501 19 19 630 64 19 493 8 19 535 18 19 508 19 20 630 64 20 497 8 20 541 18 20 514 19

21 500 8 21 549 18 21 521 20

22 505 8 22 556 19 22 528 20

23 509 8 23 565 19 23 537 21

24 514 9 24 567 20 24 547 21

25 519 9 25 578 22 25 559 22

26 524 9 26 590 24 26 573 23

27 530 9 27 607 27 27 593 25

28 537 9 28 634 34 28 594 27

29 539 10 29 680 53 29 625 30

30 547 11 30 680 57 30 679 36

31 556 12

31 680 49

32 569 15

32 680 54

33 612 21

34 635 81




RS SS SEM RS SS SEM RS SS SEM RS SS SEM 0 360 96 0 325 121 0 380 103 0 300 145 1 360 96 1 404 19 1 380 103 1 300 145 2 360 96 2 405 14 2 380 103 2 396 110 3 360 96 3 413 11 3 380 103 3 396 52 4 360 96 4 426 10 4 380 103 4 432 37 5 360 96 5 437 8 5 380 77 5 451 31 6 381 63 6 438 8 6 397 46 6 467 28 7 409 40 7 443 7 7 450 34 7 480 26 8 410 30 8 449 7 8 466 27 8 488 24 9 444 26 9 454 7 9 487 24 9 500 24 10 458 24 10 459 7 10 496 23 10 507 23 11 469 24 11 462 7 11 505 22 11 515 23 12 482 25 12 469 7 12 516 21 12 527 23 13 493 26 13 473 7 13 524 20 13 535 23 14 507 27 14 476 6 14 530 20 14 551 23 15 520 29 15 479 6 15 536 19 15 559 23 16 535 31 16 484 6 16 543 19 16 569 24 17 555 34 17 488 7 17 550 19 17 571 24 18 580 37 18 492 7 18 556 19 18 581 25 19 582 44 19 496 7 19 563 19 19 613 26 20 622 56 20 499 7 20 564 19 20 615 28 21 640 64 21 502 7 21 572 19 21 646 30 22 640 64 22 506 7 22 580 20 22 689 34 23 640 64 23 510 8 23 588 20 23 690 39

24 516 8 24 590 21 24 690 39

25 521 8 25 598 21 25 690 39

26 527 8 26 608 21

27 532 8 27 619 22

28 538 8 28 636 25

29 545 9 29 669 37

30 547 9 30 690 44

31 556 10

32 581 13

33 609 21

34 645 93





10 468 31 10 464 6 10 489 23 10 462 22 11 494 29 11 467 6 11 500 21 11 470 22 12 506 30 12 472 6 12 510 20 12 477 22 13 519 31 13 477 6 13 517 19 13 485 22 14 532 32 14 483 6 14 525 19 14 492 22 15 556 34 15 485 6 15 532 18 15 504 22 16 572 37 16 493 6 16 538 18 16 506 22 17 574 38 17 499 7 17 545 18 17 513 22 18 574 37 18 500 7 18 551 19 18 520 23 19 595 41 19 509 7 19 557 19 19 536 23 20 628 33 20 513 7 20 563 19 20 545 24 21 650 32 21 519 7 21 569 20 21 555 24 22 650 32 22 530 7 22 575 20 22 557 25 23 650 32 23 532 7 23 581 21 23 568 25

24 547 8 24 587 22 24 584 26

25 559 9 25 595 24 25 603 27

26 561 10 26 603 26 26 628 29

27 599 15 27 612 29 27 629 31

28 650 113 28 633 35 28 669 34

29 700 55 29 669 39

30 700 55 30 670 48

31 700 49

32 700 49


Appendix B Domain-Specific Raw Score Statistics


Table 39. Raw Score Statistics, Listening

Grades N Max.

Points Observed



K–1 16785 20 0 20 14.86 3.90 0.75 1.50 K 16865 20 0 20 13.24 4.05 0.79 1.86 1 16785 20 0 20 16.48 2.97 0.75 1.50

2–3 27673 20 0 20 15.56 2.95 0.71 1.59 2 14945 20 0 20 15.00 3.05 0.70 1.67 3 12728 20 0 20 16.21 2.67 0.69 1.49

4–5 20024 20 0 20 13.26 3.15 0.62 1.93 4 10731 20 0 20 12.88 3.12 0.61 1.96 5 9293 20 0 20 13.70 3.11 0.63 1.90

6–8 17352 23 0 23 15.42 3.66 0.69 2.03 6 6512 23 0 23 15.01 3.57 0.67 2.07 7 5731 23 0 23 15.43 3.61 0.68 2.03 8 5109 23 0 23 15.93 3.78 0.73 1.97

9–12 13387 23 0 23 13.93 3.41 0.61 2.13 9 4510 23 0 21 13.51 3.39 0.60 2.16

10 3675 23 0 23 13.89 3.46 0.62 2.13 11 2724 23 0 23 14.25 3.34 0.60 2.12 12 2478 23 0 23 14.38 3.34 0.61 2.10

Table 40. Raw Score Statistics, Speaking

Grades N Max.

Points Observed



K–1 16787 0.93 2.06 K 16856 29 0 23 15.19 5.78 0.92 1.86 1 16787 41 0 35 27.53 6.94 0.93 2.06

2–3 27660 41 0 34 28.46 6.29 0.94 1.70 2 14946 41 0 34 27.89 6.44 0.94 1.78 3 12714 41 0 34 29.13 6.03 0.94 1.59

4–5 20018 41 0 34 25.92 7.13 0.94 1.92 4 10724 41 0 34 25.19 7.26 0.94 1.97 5 9294 41 0 34 26.75 6.88 0.94 1.85

6–8 17320 41 0 34 27.69 7.27 0.96 1.64 6 6496 41 0 34 27.20 7.14 0.95 1.70 7 5715 41 0 34 27.69 7.43 0.96 1.63 8 5109 41 0 34 28.33 7.19 0.96 1.56

9–12 13383 41 0 28 21.61 7.02 0.95 1.46 9 4494 41 0 28 20.94 7.75 0.95 1.47

10 3680 41 0 28 21.45 7.16 0.95 1.47 11 2724 41 0 28 22.10 6.36 0.93 1.47 12 2485 41 0 28 22.53 5.89 0.93 1.41


Table 41. Raw Score Statistics, Reading

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16802 . . . . . 0.85 1.93 K 16869 22 0 22 12.70 4.26 0.79 1.97 1 16802 30 0 30 23.33 4.91 0.85 1.93

2–3 27710 30 0 30 18.17 6.48 0.87 2.35 2 14967 30 0 30 16.38 6.23 0.85 2.44 3 12743 30 0 30 20.27 6.13 0.87 2.24

4–5 20030 30 0 30 16.21 5.90 0.83 2.41 4 10732 30 0 30 15.11 5.72 0.82 2.43 5 9298 30 0 30 17.47 5.86 0.83 2.38

6–8 17371 30 0 30 16.10 5.63 0.82 2.41 6 6521 30 0 30 14.70 5.34 0.79 2.43 7 5733 30 0 30 16.24 5.54 0.81 2.41 8 5117 30 0 30 17.71 5.65 0.82 2.37

9–12 13417 30 0 29 17.15 5.42 0.80 2.43 9 4513 30 0 29 16.17 5.40 0.79 2.47 10 3685 30 0 29 16.94 5.40 0.80 2.44 11 2731 30 0 29 17.95 5.27 0.79 2.40 12 2488 30 0 29 18.36 5.30 0.80 2.38

Table 42. Raw Score Statistics, Writing

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16787 0.87 2.69 K 16846 20 0 20 10.65 3.94 0.77 1.92 1 16787 32 0 32 22.70 6.59 0.87 2.69

2–3 27682 32 0 32 21.30 6.08 0.87 2.62 2 14949 32 0 32 19.84 5.99 0.86 2.70 3 12733 32 0 32 23.01 5.72 0.86 2.50

4–5 20035 32 0 32 19.70 5.70 0.85 2.46 4 10735 32 0 32 18.80 5.66 0.85 2.46 5 9300 32 0 32 20.74 5.58 0.84 2.44

6–8 17346 32 0 25 13.73 4.36 0.80 2.07 6 6510 32 0 23 12.84 4.27 0.79 2.08 7 5728 32 0 24 13.81 4.31 0.79 2.07 8 5108 32 0 25 14.76 4.28 0.79 2.05

9–12 13347 32 0 32 18.53 5.59 0.84 2.54 9 4495 32 0 31 17.58 5.72 0.84 2.58 10 3668 32 0 31 18.47 5.60 0.84 2.55 11 2714 32 0 32 19.34 5.35 0.82 2.51 12 2470 32 0 31 19.46 5.30 0.82 2.49


Table 43. Raw Score Statistics, Comprehension

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16770 0.88 2.47 K 16827 42 0 42 25.97 7.22 0.85 2.76 1 16770 50 0 50 39.82 6.97 0.88 2.47

2–3 27653 50 0 50 33.74 8.52 0.89 2.88 2 14933 50 0 50 31.40 8.29 0.87 2.99 3 12720 50 0 50 36.49 7.94 0.88 2.73

4–5 19998 50 0 50 29.49 8.13 0.85 3.11 4 10717 50 0 48 28.01 7.90 0.84 3.15 5 9281 50 0 50 31.18 8.06 0.85 3.07

6–8 17322 53 0 53 31.53 8.33 0.86 3.17 6 6506 53 0 51 29.72 7.88 0.84 3.21 7 5718 53 0 51 31.68 8.21 0.85 3.17 8 5098 53 0 53 33.66 8.51 0.87 3.10

9–12 13358 53 0 51 31.10 7.99 0.84 3.25 9 4501 53 0 49 29.71 7.94 0.83 3.29 10 3667 53 0 51 30.85 8.00 0.83 3.25 11 2720 53 0 51 32.21 7.80 0.83 3.21 12 2470 53 0 50 32.76 7.81 0.83 3.18

Table 44. Raw Score Statistics, Oral

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16740 0.93 2.88 K 16783 49 0 43 28.47 8.49 0.91 3.01 1 16740 61 0 55 44.04 8.75 0.93 2.88

2–3 27588 61 0 54 44.04 8.18 0.93 2.67 2 14902 61 0 54 42.91 8.36 0.92 2.79 3 12686 61 0 54 45.37 7.76 0.93 2.51

4–5 19965 61 0 54 39.20 9.04 0.91 3.11 4 10699 61 0 54 38.09 9.10 0.91 3.18 5 9266 61 0 54 40.48 8.79 0.91 3.02

6–8 17252 64 0 57 43.14 9.74 0.93 3.04 6 6475 64 0 57 42.23 9.46 0.93 3.09 7 5694 64 0 57 43.15 9.87 0.93 3.05 8 5083 64 0 57 44.27 9.83 0.94 2.94

9–12 13269 64 0 51 35.56 9.32 0.92 3.13 9 4470 64 0 49 34.49 10.06 0.93 3.27

10 3648 64 0 51 35.37 9.52 0.92 3.15 11 2703 64 0 50 36.35 8.56 0.90 3.03 12 2448 64 0 50 36.90 8.08 0.89 2.92


Table 45. Raw Score Statistics, Productive

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16739 0.91 3.60 K 16773 49 0 43 25.87 8.38 0.90 3.01 1 16739 73 0 67 50.27 11.85 0.91 3.60

2–3 27603 73 0 66 49.79 10.57 0.90 3.35 2 14907 73 0 66 47.76 10.53 0.89 3.47 3 12696 73 0 66 52.17 10.11 0.90 3.18

4–5 19976 73 0 66 45.65 11.36 0.91 3.37 4 10704 73 0 66 44.03 11.37 0.91 3.42 5 9272 73 0 66 47.51 11.06 0.91 3.30

6–8 17251 73 0 59 41.46 10.36 0.92 2.95 6 6473 73 0 56 40.09 10.11 0.91 2.99 7 5692 73 0 58 41.54 10.45 0.92 2.96 8 5086 73 0 59 43.10 10.33 0.92 2.88

9–12 13254 73 0 59 40.19 11.26 0.91 3.28 9 4462 73 0 58 38.58 12.17 0.92 3.38 10 3646 73 0 59 39.96 11.51 0.92 3.30 11 2698 73 0 59 41.47 10.28 0.90 3.20 12 2448 73 0 58 42.02 9.68 0.89 3.13

Table 46. Raw Score Statistics, Literacy

Grades N Max.

Points

Observed Min.

Points Observed


K–1 16767 0.92 3.38 K 16818 42 0 42 23.36 7.45 0.86 2.78 1 16767 62 0 62 46.06 10.63 0.92 3.38

2–3 27662 62 0 62 39.49 11.60 0.92 3.58 2 14937 62 0 62 36.24 11.15 0.91 3.70 3 12725 62 0 62 43.29 10.95 0.92 3.41

4–5 20010 62 0 60 35.93 10.70 0.91 3.49 4 10723 62 0 59 33.94 10.44 0.90 3.51 5 9287 62 0 60 38.22 10.53 0.90 3.46

6–8 17323 62 0 53 29.84 9.24 0.89 3.20 6 6503 62 0 50 27.56 8.83 0.87 3.23 7 5722 62 0 52 30.05 9.08 0.88 3.20 8 5098 62 0 53 32.49 9.18 0.89 3.16

9–12 13326 62 0 60 35.72 10.19 0.89 3.56 9 4487 62 0 58 33.78 10.28 0.89 3.61 10 3663 62 0 58 35.43 10.18 0.89 3.57 11 2709 62 0 60 37.34 9.79 0.89 3.51 12 2467 62 0 58 37.85 9.77 0.89 3.48


Appendix C Domain-Specific Scale Score Statistics


Table 47. Scale Score Statistics, Listening




K 16865 300 530 300 530 439.03 39.94 1 16785 300 530 300 530 472.75 35.11

2–3 27673 310 560 310 560 485.91 34.45 2 14945 310 560 310 560 479.30 34.55 3 12728 310 560 310 560 493.66 32.69

4–5 20024 350 630 350 630 514.92 45.43 4 10731 350 630 350 630 509.54 44.86 5 9293 350 630 350 630 521.13 45.29

6–8 17352 360 640 360 640 533.67 58.12 6 6512 360 640 360 640 526.83 55.95 7 5731 360 640 360 640 533.74 57.48 8 5109 360 640 360 640 542.27 60.35

9–12 13387 370 650 370 650 530.85 52.91 9 4510 370 650 370 650 524.43 53.83

10 3675 370 650 370 650 530.23 54.14 11 2724 370 650 370 650 535.57 51.58 12 2478 370 650 370 650 538.23 49.30

Table 48. Scale Score Statistics, Speaking




K 16856 300 580 300 580 474.01 46.51 1 16787 300 580 300 580 497.00 41.28

2–3 27660 310 600 310 600 519.25 46.52 2 14946 310 600 310 600 514.59 45.32 3 12714 310 600 310 600 524.72 47.30

4–5 20018 320 635 320 635 537.04 52.23 4 10724 320 635 320 635 531.63 51.26 5 9294 320 635 320 635 543.26 52.64

6–8 17320 325 645 325 645 556.84 60.15 6 6496 325 645 325 645 551.06 57.48 7 5715 325 645 325 645 557.20 61.37 8 5109 325 645 325 645 563.75 61.33

9–12 13383 330 650 330 650 547.46 70.02 9 4494 330 650 330 650 541.94 75.53

10 3680 330 650 330 650 546.52 70.45 11 2724 330 650 330 650 551.23 65.21 12 2485 330 650 330 650 554.65 63.02


Table 49. Scale Score Statistics, Reading




K 16869 240 550 240 550 365.30 56.00 1 16802 240 550 240 550 429.60 49.55

2–3 27710 300 610 300 610 465.06 54.62 2 14967 300 610 300 610 451.93 55.29 3 12743 300 610 300 610 480.45 49.58

4–5 20030 360 680 360 680 515.12 48.47 4 10732 360 680 360 680 506.88 47.67 5 9298 360 680 360 680 524.60 47.66

6–8 17371 380 690 380 690 536.32 50.62 6 6521 380 690 380 690 525.35 51.08 7 5733 380 690 380 690 537.32 49.76 8 5117 380 690 380 690 549.14 47.78

9–12 13417 390 700 390 700 539.37 48.01 9 4513 390 700 390 700 531.04 50.32

10 3685 390 700 390 700 537.77 48.11 11 2731 390 700 390 700 546.04 44.82 12 2488 390 700 390 700 549.45 43.92

Table 50. Scale Score Statistics, Writing




K 16846 200 630 200 630 320.20 82.62 1 16787 200 630 200 630 426.14 73.38

2–3 27682 270 640 270 640 475.64 53.26 2 14949 270 640 270 640 464.26 53.23 3 12733 270 640 270 640 488.96 50.11

4–5 20035 290 680 290 680 517.99 50.88 4 10735 290 680 290 680 510.52 48.50 5 9300 290 680 290 680 526.58 52.19

6–8 17346 300 690 300 690 544.20 52.89 6 6510 300 690 300 690 534.07 51.44 7 5728 300 690 300 690 545.13 52.34 8 5108 300 690 300 690 556.04 52.76

9–12 13347 310 700 310 700 533.38 57.38 9 4495 310 700 310 700 523.60 57.69

10 3668 310 700 310 700 533.07 57.53 11 2714 310 700 310 700 541.70 55.98 12 2470 310 700 310 700 542.38 55.23


Table 51. Scale Score Statistics, Comprehension




K 16827 270 540 270 540 402.09 41.53 1 16770 270 540 270 540 451.02 36.61

2–3 27653 305 585 305 585 475.32 39.26 2 14933 305 585 305 585 465.46 39.17 3 12720 305 585 305 585 486.86 36.10

4–5 19998 355 655 355 655 514.83 41.37 4 10717 355 655 355 655 508.03 40.50 5 9281 355 655 355 655 522.65 40.98

6–8 17322 370 665 370 665 534.84 48.17 6 6506 370 665 370 654 525.91 46.73 7 5718 370 665 370 654 535.37 47.56 8 5098 370 665 370 665 545.56 48.41

9–12 13358 380 675 380 675 534.90 45.07 9 4501 380 675 380 664 527.59 46.48

10 3667 380 675 380 675 533.81 45.56 11 2720 380 675 380 641 540.46 42.96 12 2470 380 675 380 641 543.58 41.59

Table 52. Scale Score Statistics, Oral

Grades N LOSS HOSS

Observed Min. Points

Observed Max. Points Mean SD

K–1 16740 300 555 300 555 470.54 37.26 K 16783 300 555 300 555 456.41 36.69 1 16740 300 555 300 555 484.72 32.09

2–3 27588 310 580 310 580 502.41 34.21 2 14902 310 580 310 580 496.76 33.69 3 12686 310 580 310 580 509.03 33.62

4–5 19965 335 632 335 632 525.81 41.22 4 10699 335 632 335 632 520.41 40.44 5 9266 335 632 335 632 532.03 41.22

6–8 17252 342 642 342 642 545.11 50.48 6 6475 342 642 342 642 538.86 47.97 7 5694 342 642 342 642 545.34 50.72 8 5083 342 642 342 642 552.79 52.20

9–12 13269 350 650 350 650 539.00 53.25 9 4470 350 650 350 650 533.21 56.73

10 3648 350 650 350 650 538.23 54.05 11 2703 350 650 350 650 543.06 49.91 12 2448 350 650 350 650 546.14 47.62


Table 53. Scale Score Statistics, Productive




K 16773 250 605 250 605 397.00 55.40 1 16739 250 605 250 605 461.46 49.74

2–3 27603 290 620 290 620 497.30 41.87 2 14907 290 620 290 620 489.28 41.16 3 12696 290 620 290 620 506.68 40.73

4–5 19976 305 657 305 657 527.41 44.28 4 10704 305 657 305 657 520.98 42.86 5 9272 305 657 305 657 534.79 44.73

6–8 17251 312 667 312 667 550.52 48.96 6 6473 312 667 312 667 542.62 46.89 7 5692 312 667 312 667 551.18 49.13 8 5086 312 667 312 667 559.76 49.66

9–12 13254 320 675 320 675 540.37 55.25 9 4462 320 675 320 660 532.85 58.61

10 3646 320 675 320 675 539.75 56.05 11 2698 320 675 320 675 546.26 51.35 12 2448 320 675 320 660 548.38 49.89

Table 54. Scale Score Statistics, Literacy




K 16818 220 590 220 590 342.64 62.31 1 16767 220 590 220 590 427.81 55.39

2–3 27662 285 625 285 625 470.18 48.94 2 14937 285 625 285 625 457.94 48.55 3 12725 285 625 285 625 484.50 45.37

4–5 20010 325 680 325 680 516.38 45.20 4 10723 325 680 325 656 508.54 43.63 5 9287 325 680 325 680 525.40 45.29

6–8 17323 340 690 340 690 539.99 47.42 6 6503 340 690 340 657 529.45 46.68 7 5722 340 690 340 689 540.91 46.68 8 5098 340 690 340 690 552.31 46.08

9–12 13326 350 700 350 700 536.31 48.27 9 4487 350 700 350 684 527.26 49.38

10 3663 350 700 350 684 535.34 48.44 11 2709 350 700 350 700 543.84 45.93 12 2467 350 700 350 684 545.79 45.32


Appendix D Subgroup Domain-Specific Score Statistics


Table 55. Subgroup Statistics, Listening, Kindergarten


Raw Score Scale Score

Mean SD Mean SD

K

All Students 16865 100.00 13.24 4.05 439.03 39.94

Gender

Female 8228 48.79 13.44 4.02 440.87 40.14

Male 8632 51.18 13.06 4.06 437.27 39.67

Not Provided 5 0.03 . . . .

Primary Language

Spanish 10495 62.23 12.93 3.97 435.71 38.45

Russian 802 4.76 12.88 3.98 436.21 37.99

Vietnamese 634 3.76 13.74 4.25 444.02 43.56

Somali 391 2.32 12.87 3.90 435.56 36.95

Ukrainian 351 2.08 12.97 3.94 436.17 38.02

Chinese 491 2.91 15.34 3.98 460.88 44.10

Korean 237 1.41 14.92 3.71 456.66 38.01

Tagalog 113 0.67 14.04 4.02 447.12 42.14

Other 3303 19.58 13.88 4.08 445.49 41.67

Not Provided 48 0.28 11.42 5.43 420.88 55.99

Race/Ethnicity

Native American 171 1.01 13.38 3.53 440.04 32.83

Asian 2647 15.70 14.47 4.03 451.58 42.20

Black 832 4.93 13.16 3.97 437.57 38.96

Hispanic 10488 62.19 12.93 3.98 435.72 38.55

White 2093 12.41 13.38 4.04 440.92 39.77

Hawaiian/Pacific 274 1.62 11.81 4.10 425.81 40.66

Multi 278 1.65 14.51 4.18 451.90 43.47

Not Provided 82 0.49 11.60 4.82 421.71 51.03

Special Ed. Special Ed. 1229 7.29 10.98 4.31 417.27 43.25

Non-Special Ed. 15636 92.71 13.42 3.97 440.74 39.16


Table 56. Subgroup Statistics, Listening, Grade 1



Mean SD Mean SD

1

All Students 16785 100.00 16.48 2.97 472.75 35.11

Gender

Female 8197 48.84 16.60 2.91 474.27 34.69

Male 8579 51.11 16.36 3.02 471.31 35.46


Primary Language

Spanish 10938 65.17 16.39 2.90 471.49 33.98

Russian 828 4.93 16.45 3.09 472.08 36.44

Vietnamese 661 3.94 17.01 2.85 479.57 35.54

Somali 320 1.91 15.72 3.13 463.73 35.18

Ukrainian 296 1.76 16.77 2.45 475.53 30.94

Chinese 438 2.61 17.56 2.69 488.06 34.89

Korean 194 1.16 17.25 2.74 482.71 33.94

Tagalog 144 0.86 16.99 2.45 478.21 31.71

Other 2915 17.37 16.54 3.15 474.11 37.53

Not Provided 51 0.30 13.73 6.01 443.18 63.66

Race/Ethnicity

Native American 179 1.07 16.23 2.86 469.40 33.95

Asian 2399 14.29 17.07 2.78 480.76 34.69

Black 729 4.34 16.09 3.12 467.81 36.66

Hispanic 10932 65.13 16.40 2.91 471.55 34.08

White 1898 11.31 16.48 3.12 472.90 37.12


Multi 287 1.71 17.05 3.02 481.41 36.48

Not Provided 86 0.51 13.97 4.98 444.28 52.21


Not Specified 15504 92.37 16.66 2.78 474.65 33.68





Mean SD Mean SD

2

All Students 14945 100.00 15.00 3.05 479.30 34.55

Gender

Female 6915 46.27 15.17 2.97 481.22 33.92

Male 8027 53.71 14.85 3.12 477.66 34.98


Primary Language

Spanish 9986 66.82 14.85 2.96 477.27 33.04

Russian 669 4.48 15.69 2.85 487.52 33.72

Vietnamese 544 3.64 15.96 2.82 490.77 34.97

Somali 325 2.17 14.68 3.18 475.63 34.65

Ukrainian 313 2.09 15.64 2.99 486.82 34.89

Chinese 292 1.95 16.28 3.32 495.95 40.15

Korean 162 1.08 16.51 2.54 498.42 31.71

Tagalog 136 0.91 15.42 3.22 483.62 37.99

Other 2476 16.57 14.94 3.33 479.19 37.43

Not Provided 42 0.28 13.02 4.53 457.19 51.19

Race/Ethnicity

Native American 188 1.26 14.57 3.15 474.50 34.61

Asian 1829 12.24 15.77 3.13 488.96 37.49

Black 626 4.19 14.83 3.18 477.35 35.10

Hispanic 9928 66.43 14.84 2.97 477.15 33.17

White 1733 11.60 15.39 3.06 484.34 34.83


Multi 278 1.86 15.58 3.09 486.26 35.65

Not Provided 60 0.40 11.70 4.83 444.15 54.66


Non-Special Ed. 13477 90.18 15.23 2.89 481.76 33.20





Mean SD Mean SD

3

All Students 12728 100.00 16.21 2.67 493.66 32.69

Gender

Female 5893 46.30 16.31 2.61 494.90 32.13

Male 6832 53.68 16.13 2.71 492.60 33.11


Primary Language

Spanish 8687 68.25 16.20 2.50 493.12 30.94

Russian 552 4.34 16.71 2.44 500.22 29.86

Vietnamese 404 3.17 16.96 2.83 504.40 34.48

Somali 300 2.36 15.45 3.28 484.73 39.37

Ukrainian 235 1.85 16.74 2.37 501.01 29.21

Chinese 199 1.56 16.69 3.17 502.11 38.23

Korean 116 0.91 16.95 2.65 504.51 34.20

Tagalog 131 1.03 16.57 2.84 498.76 34.58

Other 2070 16.26 15.95 3.09 491.13 36.81

Not Provided 34 0.27 14.56 4.91 474.97 55.98

Race/Ethnicity

Native American 185 1.45 16.02 2.65 490.15 33.34

Asian 1432 11.25 16.62 2.93 500.04 35.62

Black 554 4.35 15.62 3.24 486.79 38.28

Hispanic 8526 66.99 16.20 2.51 493.09 31.04

White 1462 11.49 16.34 2.83 495.52 33.90


Multi 267 2.10 16.48 2.54 497.93 32.40

Not Provided 45 0.35 13.76 5.00 464.67 59.83


Non-Special Ed. 11164 87.71 16.44 2.45 496.27 30.82





Mean SD Mean SD

4

All Students 10731 100.00 12.88 3.12 509.54 44.86

Gender

Female 4895 45.62 13.00 3.01 511.33 43.10

Male 5831 54.34 12.78 3.21 508.06 46.19


Primary Language

Spanish 7328 68.29 12.88 3.05 509.42 43.52

Russian 456 4.25 13.50 3.05 519.02 44.84

Vietnamese 322 3.00 13.64 3.11 521.07 44.11

Somali 218 2.03 12.08 3.28 497.87 47.56

Ukrainian 216 2.01 13.69 2.72 521.04 37.97

Chinese 135 1.26 13.33 3.54 515.32 53.40

Korean 102 0.95 13.62 3.65 521.38 55.10

Tagalog 131 1.22 12.79 3.09 509.01 43.94

Other 1787 16.65 12.58 3.30 505.21 47.79

Not Provided 36 0.34 10.26 3.86 472.86 55.87

Race/Ethnicity

Native American 186 1.73 12.50 2.97 504.44 41.03

Asian 1158 10.79 13.15 3.34 513.53 48.82

Black 465 4.33 12.24 3.33 500.35 48.56

Hispanic 7346 68.46 12.88 3.04 509.40 43.41

White 1097 10.22 13.22 3.20 514.57 47.04


Multi 193 1.80 13.29 3.01 514.90 42.84

Not Provided 48 0.45 10.71 4.56 478.63 67.37


Non-Special Ed. 9060 84.43 13.20 2.99 513.99 42.74





Mean SD Mean SD

5

All Students 9293 100.00 13.70 3.11 521.13 45.29

Gender

Female 4284 46.10 13.85 3.10 523.18 45.24

Male 5006 53.87 13.58 3.12 519.37 45.27


Primary Language

Spanish 6333 68.15 13.75 3.00 521.76 43.53

Russian 369 3.97 14.31 2.80 530.46 41.09

Vietnamese 288 3.10 13.75 3.57 522.19 51.28

Somali 209 2.25 13.11 3.41 512.03 50.50

Ukrainian 175 1.88 14.34 2.76 530.40 39.14

Chinese 137 1.47 13.76 3.90 522.23 59.74

Korean 77 0.83 14.43 3.33 531.96 48.76

Tagalog 129 1.39 13.81 3.01 522.47 43.89

Other 1558 16.77 13.32 3.36 515.91 49.15

Not Provided 18 0.19 11.56 5.38 493.83 70.14

Race/Ethnicity

Native American 177 1.90 13.16 3.15 513.16 43.25

Asian 1080 11.62 13.79 3.42 522.77 50.59

Black 427 4.59 13.52 3.22 518.26 47.02

Hispanic 6370 68.55 13.76 3.01 521.83 43.65

White 863 9.29 13.92 3.20 524.19 47.14


Multi 121 1.30 13.25 3.67 513.96 54.16

Not Provided 37 0.40 12.19 3.26 499.73 44.16


Non-Special Ed. 7645 82.27 14.02 2.96 525.64 43.23





Mean SD Mean SD

6

All Students 6512 100.00 15.01 3.57 526.83 55.95

Gender

Female 2877 44.18 14.98 3.55 526.30 55.83

Male 3631 55.76 15.03 3.58 527.31 56.01


Primary Language

Spanish 4395 67.49 15.13 3.40 528.35 53.75

Russian 231 3.55 15.44 3.44 533.97 55.76

Vietnamese 172 2.64 15.19 3.92 531.11 59.95

Somali 155 2.38 14.52 3.90 519.35 59.22

Ukrainian 92 1.41 15.49 3.70 534.49 55.29

Chinese 111 1.70 15.58 4.43 537.29 71.04

Korean 61 0.94 14.37 4.95 519.12 80.02

Tagalog 101 1.55 14.93 3.06 524.45 49.10

Other 1172 18.00 14.49 3.84 519.64 59.12

Not Provided 22 0.34 12.86 6.03 499.55 81.97

Race/Ethnicity

Native American 151 2.32 14.97 3.43 527.04 52.41

Asian 715 10.98 14.80 4.07 524.76 63.34

Black 334 5.13 14.70 3.96 522.81 60.89

Hispanic 4439 68.17 15.12 3.40 528.27 53.80

White 558 8.57 15.03 3.83 527.96 59.68


Multi 104 1.60 14.88 3.48 525.28 54.02

Not Provided 23 0.35 11.43 5.88 478.65 81.96


Non-Special Ed. 5051 77.56 15.31 3.46 531.49 55.20





Mean SD Mean SD

7

All Students 5731 100.00 15.43 3.61 533.74 57.48

Gender

Female 2563 44.72 15.48 3.40 533.97 54.52

Male 3168 55.28 15.39 3.78 533.55 59.77

Not Provided . . . . . .

Primary Language

Spanish 3861 67.37 15.54 3.46 535.18 55.36

Russian 166 2.90 16.09 3.42 544.36 56.26

Vietnamese 146 2.55 15.86 3.74 541.71 59.82

Somali 151 2.63 14.75 4.05 523.74 62.93

Ukrainian 75 1.31 15.89 3.74 541.25 58.19

Chinese 103 1.80 14.29 4.50 519.57 70.35

Korean 60 1.05 14.97 4.52 529.47 69.53

Tagalog 102 1.78 16.04 3.23 543.77 50.26

Other 1038 18.11 15.05 3.87 527.94 61.14

Not Provided 29 0.51 13.62 4.44 504.93 72.45

Race/Ethnicity

Native American 148 2.58 15.69 3.26 537.41 52.64

Asian 705 12.30 15.15 3.99 530.52 62.49

Black 294 5.13 14.88 4.16 526.08 64.01

Hispanic 3884 67.77 15.54 3.48 535.13 55.52

White 454 7.92 15.55 3.76 535.95 60.79


Multi 81 1.41 15.52 3.49 535.02 56.11

Not Provided 30 0.52 13.27 4.95 500.67 82.28


Non-Special Ed. 4491 78.36 15.65 3.57 537.19 57.56





Mean SD Mean SD

8

All Students 5109 100.00 15.93 3.78 542.27 60.35

Gender

Female 2266 44.35 15.89 3.71 541.44 59.61

Male 2841 55.61 15.95 3.83 542.95 60.93


Primary Language

Spanish 3384 66.24 16.11 3.54 544.63 57.20

Russian 132 2.58 16.99 3.45 560.92 59.16

Vietnamese 140 2.74 15.14 4.75 531.44 73.62

Somali 127 2.49 15.16 4.11 530.74 65.17

Ukrainian 73 1.43 16.38 4.44 551.19 72.50

Chinese 117 2.29 15.93 4.30 543.80 68.50

Korean 69 1.35 16.01 4.33 545.00 69.09

Tagalog 94 1.84 16.53 3.14 552.22 52.43

Other 955 18.69 15.30 4.17 533.02 64.47

Not Provided 18 0.35 13.67 4.98 509.56 78.57

Race/Ethnicity

Native American 123 2.41 15.80 3.43 540.43 54.27

Asian 673 13.17 15.72 4.26 540.06 67.08

Black 273 5.34 15.22 4.26 531.84 66.25

Hispanic 3408 66.71 16.12 3.52 544.87 56.95

White 374 7.32 15.78 4.46 541.95 71.49


Multi 68 1.33 16.43 3.89 550.47 59.32

Not Provided 33 0.65 12.48 4.54 490.15 72.85


Non-Special Ed. 3991 78.12 16.11 3.77 545.44 61.26





Mean SD Mean SD

9

All Students 4510 100.00 13.51 3.39 524.43 53.83

Gender

Female 1892 41.95 13.58 3.31 525.99 52.09

Male 2617 58.03 13.46 3.44 523.33 55.05


Primary Language

Spanish 2793 61.93 13.54 3.32 525.19 52.61

Russian 126 2.79 14.36 2.94 537.68 44.43

Vietnamese 156 3.46 13.19 3.64 519.46 57.27

Somali 154 3.41 13.22 3.54 519.72 56.72

Ukrainian 54 1.20 14.61 2.72 542.41 42.78

Chinese 101 2.24 14.00 3.65 530.73 57.65

Korean 44 0.98 14.52 3.40 538.95 52.97

Tagalog 96 2.13 13.79 2.47 531.00 37.36

Other 952 21.11 13.26 3.54 519.87 57.60

Not Provided 34 0.75 11.79 4.64 500.79 67.76

Race/Ethnicity

Native American 87 1.93 13.64 3.32 527.30 52.34

Asian 673 14.92 13.41 3.54 522.34 56.59

Black 321 7.12 13.19 3.52 518.48 57.37

Hispanic 2824 62.62 13.54 3.33 525.20 52.47

White 362 8.03 13.65 3.44 525.52 56.57


Multi 63 1.40 13.89 3.64 532.03 53.86

Not Provided 39 0.86 12.08 4.21 501.54 69.02


Non-Special Ed. 3591 79.62 13.58 3.44 525.30 54.67





Mean SD Mean SD

10

All Students 3675 100.00 13.89 3.46 530.23 54.14

Gender

Female 1629 44.33 14.01 3.37 532.10 52.83

Male 2042 55.56 13.79 3.53 528.70 55.16


Primary Language

Spanish 2183 59.40 14.05 3.43 532.55 53.54

Russian 87 2.37 14.87 3.41 544.60 48.37

Vietnamese 122 3.32 12.99 3.63 516.07 58.50

Somali 154 4.19 13.17 3.55 519.52 55.52

Ukrainian 48 1.31 13.98 3.78 531.13 61.06

Chinese 78 2.12 13.88 3.38 530.24 53.93

Korean 62 1.69 14.71 2.74 543.39 42.78

Tagalog 74 2.01 14.82 3.23 544.88 48.06

Other 835 22.72 13.53 3.46 524.96 54.96

Not Provided 32 0.87 12.75 3.74 515.41 56.52

Race/Ethnicity

Native American 65 1.77 14.17 3.92 535.62 57.19

Asian 584 15.89 13.55 3.47 525.05 55.52

Black 330 8.98 13.65 3.39 526.86 52.84

Hispanic 2199 59.84 14.03 3.44 532.24 53.50

White 298 8.11 14.20 3.63 534.43 56.96


Multi 51 1.39 13.41 3.59 521.86 56.74

Not Provided 39 1.06 13.26 2.99 521.10 51.46


Non-Special Ed. 2932 79.78 14.00 3.42 531.61 54.15





Mean SD Mean SD

11

All Students 2724 100.00 14.25 3.34 535.57 51.58

Gender

Female 1258 46.18 14.44 3.29 538.38 50.06

Male 1466 53.82 14.09 3.38 533.16 52.74


Primary Language

Spanish 1490 54.70 14.41 3.29 537.97 50.33

Russian 64 2.35 15.22 2.85 550.36 40.95

Vietnamese 133 4.88 13.03 3.50 518.76 53.97

Somali 98 3.60 13.58 3.06 526.01 49.17

Ukrainian 30 1.10 13.70 4.10 524.83 68.45

Chinese 84 3.08 14.65 3.67 541.01 56.58

Korean 45 1.65 14.73 3.22 543.40 49.73

Tagalog 73 2.68 15.37 2.19 553.07 28.93

Other 687 25.22 14.00 3.42 531.17 53.97

Not Provided 20 0.73 13.65 4.28 531.00 58.66

Race/Ethnicity

Native American 36 1.32 15.72 3.10 555.69 44.71

Asian 555 20.37 13.99 3.48 531.57 54.07

Black 238 8.74 13.95 3.07 532.03 46.72

Hispanic 1498 54.99 14.38 3.31 537.50 50.93

White 232 8.52 14.68 3.34 541.68 51.21


Multi 45 1.65 13.82 3.52 528.13 56.32

Not Provided 27 0.99 13.11 3.70 520.56 50.22


Non-Special Ed. 2206 80.98 14.39 3.32 537.35 51.45





Mean SD Mean SD

12

All Students 2478 100.00 14.38 3.34 538.23 49.30

Gender

Female 1170 47.22 14.49 3.06 539.91 46.37

Male 1307 52.74 14.29 3.57 536.75 51.77


Primary Language

Spanish 1301 52.50 14.61 3.17 541.43 46.68

Russian 49 1.98 15.10 2.90 549.20 44.50

Vietnamese 135 5.45 13.59 3.75 527.49 53.53

Somali 97 3.91 13.51 4.07 527.37 55.92

Ukrainian 21 0.85 13.81 4.19 532.05 56.12

Chinese 93 3.75 14.10 3.50 533.43 49.83

Korean 43 1.74 15.26 2.49 551.07 34.84

Tagalog 47 1.90 14.04 3.74 538.36 49.20

Other 667 26.92 14.21 3.39 535.51 52.29

Not Provided 25 1.01 13.64 3.52 522.96 52.68

Race/Ethnicity

Native American 32 1.29 14.63 3.24 542.25 48.31

Asian 540 21.79 14.00 3.53 532.93 51.05

Black 265 10.69 14.15 3.55 536.32 52.96

Hispanic 1317 53.15 14.58 3.20 540.89 47.25

White 182 7.34 14.81 3.30 544.38 49.40


Multi 36 1.45 13.08 3.76 519.86 55.50

Not Provided 27 1.09 13.48 3.50 523.74 55.52


Non-Special Ed. 2030 81.92 14.65 3.06 541.94 46.23


Table 68. Subgroup Statistics, Speaking, Kindergarten



Mean SD Mean SD

K

All Students 16856 100.00 15.19 5.78 474.01 46.51

Gender

Female 8229 48.82 15.57 5.80 477.09 47.91

Male 8622 51.15 14.83 5.74 471.08 44.94


Primary Language

Spanish 10495 62.26 14.71 5.82 470.08 46.42

Russian 804 4.77 14.02 6.31 466.84 48.60

Vietnamese 635 3.77 15.73 5.46 478.13 43.85

Somali 389 2.31 16.03 5.00 479.60 38.44

Ukrainian 354 2.10 14.13 6.10 465.66 46.20

Chinese 489 2.90 16.36 5.90 482.33 51.34

Korean 237 1.41 16.91 4.96 486.73 39.54

Tagalog 112 0.66 15.63 4.88 477.61 35.84

Other 3293 19.54 16.66 5.30 485.80 44.65

Not Provided 48 0.28 12.75 7.52 449.58 69.43

Race/Ethnicity

Native American 172 1.02 16.12 4.92 482.86 39.71

Asian 2643 15.68 16.50 5.44 484.29 45.79

Black 824 4.89 16.45 5.06 483.59 42.18

Hispanic 10486 62.21 14.75 5.82 470.34 46.49

White 2096 12.43 15.00 6.04 473.15 46.88


Multi 280 1.66 17.52 4.98 494.64 43.45

Not Provided 81 0.48 12.12 6.66 445.56 60.91


Non-Special Ed. 15624 92.69 15.47 5.69 475.98 45.95


Table 69. Subgroup Statistics, Speaking, Grade 1



Mean SD Mean SD

1

All Students 16787 100.00 27.53 6.94 497.00 41.28

Gender

Female 8198 48.84 27.92 6.87 499.53 41.81

Male 8580 51.11 27.17 6.98 494.60 40.61


Primary Language

Spanish 10942 65.18 27.16 6.96 494.33 40.24

Russian 828 4.93 27.74 7.15 499.07 42.78

Vietnamese 662 3.94 28.52 6.49 503.61 41.39

Somali 321 1.91 27.98 6.55 498.90 40.65

Ukrainian 297 1.77 28.71 5.80 502.32 37.31

Chinese 437 2.60 28.80 7.13 505.60 48.09

Korean 193 1.15 28.29 7.04 503.38 42.67

Tagalog 144 0.86 28.36 5.88 500.64 35.75

Other 2913 17.35 28.28 6.85 502.70 42.58

Not Provided 50 0.30 23.38 10.71 472.94 64.01

Race/Ethnicity

Native American 180 1.07 27.22 6.24 494.69 35.13

Asian 2396 14.27 28.73 6.56 505.35 42.36

Black 730 4.35 28.70 6.21 503.71 40.00

Hispanic 10933 65.13 27.17 6.95 494.50 40.09

White 1901 11.32 27.90 7.17 499.35 43.76


Multi 287 1.71 29.03 6.63 507.74 44.23

Not Provided 86 0.51 21.64 10.72 464.93 62.82


Non-Special Ed. 15502 92.35 27.93 6.63 499.00 40.58





Mean SD Mean SD

2

All Students 14946 100.00 27.89 6.44 514.59 45.32

Gender

Female 6915 46.27 27.99 6.54 515.82 46.69

Male 8028 53.71 27.81 6.35 513.55 44.07


Primary Language

Spanish 9986 66.81 27.67 6.34 512.38 43.78

Russian 669 4.48 28.75 5.93 521.73 46.10

Vietnamese 544 3.64 28.99 5.83 522.61 45.73

Somali 326 2.18 27.95 6.22 512.82 43.23

Ukrainian 312 2.09 29.08 5.77 522.17 45.48

Chinese 292 1.95 28.40 7.27 520.60 50.89

Korean 162 1.08 28.73 7.19 524.39 50.10

Tagalog 138 0.92 27.16 7.64 506.36 53.36

Other 2475 16.56 28.12 6.78 518.45 48.28

Not Provided 42 0.28 24.36 11.30 499.62 73.31

Race/Ethnicity

Native American 187 1.25 28.84 5.39 522.09 43.75

Asian 1832 12.26 28.56 6.57 520.60 48.25

Black 628 4.20 28.26 6.33 517.13 46.04

Hispanic 9925 66.41 27.65 6.37 512.36 43.88

White 1732 11.59 28.45 6.53 519.64 47.87


Multi 278 1.86 29.50 5.84 525.90 46.17

Not Provided 62 0.41 20.65 11.62 476.21 68.38


Non-Special Ed. 13478 90.18 28.24 6.20 516.72 44.81





Mean SD Mean SD

3

All Students 12714 100.00 29.13 6.03 524.72 47.30

Gender

Female 5897 46.38 29.21 6.12 525.71 48.34

Male 6814 53.59 29.07 5.94 523.88 46.37


Primary Language

Spanish 8679 68.26 29.14 5.75 523.63 45.84

Russian 552 4.34 29.84 5.66 532.18 46.80

Vietnamese 403 3.17 29.94 5.82 535.15 48.61

Somali 299 2.35 28.31 6.40 518.52 47.06

Ukrainian 235 1.85 30.01 5.91 531.42 50.07

Chinese 197 1.55 28.84 7.04 529.96 53.81

Korean 117 0.92 28.74 7.12 524.60 49.61

Tagalog 131 1.03 29.21 6.49 527.06 53.01

Other 2066 16.25 28.92 6.79 525.18 50.19

Not Provided 35 0.28 23.86 12.31 500.77 86.63

Race/Ethnicity

Native American 183 1.44 29.97 4.87 530.01 45.09

Asian 1431 11.26 29.30 6.37 528.44 49.02

Black 551 4.33 28.59 6.85 522.48 51.55

Hispanic 8516 66.98 29.11 5.79 523.52 46.00

White 1462 11.50 29.30 6.50 527.91 49.80


Multi 268 2.11 30.39 5.50 538.37 48.37

Not Provided 46 0.36 23.67 11.76 498.93 79.71


Non-Special Ed. 11157 87.75 29.46 5.81 527.08 47.05





Mean SD Mean SD

4

All Students 10724 100.00 25.19 7.26 531.63 51.26

Gender

Female 4891 45.61 25.38 7.08 532.46 50.32

Male 5828 54.35 25.03 7.39 530.97 51.97


Primary Language

Spanish 7322 68.28 25.09 7.10 530.43 49.69

Russian 452 4.21 26.78 6.21 541.34 48.45

Vietnamese 323 3.01 26.38 7.30 538.97 55.73

Somali 218 2.03 24.76 7.86 530.14 53.07

Ukrainian 216 2.01 26.60 6.82 542.33 53.63

Chinese 134 1.25 25.04 8.86 533.51 60.56

Korean 103 0.96 25.03 8.33 534.36 57.80

Tagalog 131 1.22 26.48 6.73 539.63 53.73

Other 1788 16.67 24.88 7.74 531.41 54.26

Not Provided 37 0.35 20.65 10.39 501.76 75.51

Race/Ethnicity

Native American 185 1.73 24.26 7.29 529.39 51.36

Asian 1162 10.84 25.78 7.70 536.45 56.45

Black 465 4.34 24.80 7.73 530.26 52.90

Hispanic 7339 68.44 25.06 7.11 530.30 49.78

White 1093 10.19 26.00 7.25 537.83 52.68


Multi 193 1.80 26.84 6.56 543.76 48.58

Not Provided 49 0.46 20.86 11.01 498.22 78.05


Non-Special Ed. 9051 84.40 25.92 6.95 536.16 51.12





Mean SD Mean SD

5

All Students 9294 100.00 26.75 6.88 543.26 52.64

Gender

Female 4284 46.09 26.76 6.99 543.29 53.32

Male 5007 53.87 26.74 6.79 543.23 52.06


Primary Language

Spanish 6336 68.17 26.89 6.57 543.35 51.20

Russian 369 3.97 27.87 6.03 551.60 49.09

Vietnamese 289 3.11 26.70 7.75 544.58 57.81

Somali 208 2.24 26.24 7.05 542.50 53.39

Ukrainian 175 1.88 27.67 7.39 551.30 58.13

Chinese 137 1.47 25.14 8.41 532.74 55.06

Korean 77 0.83 27.79 6.70 554.94 53.23

Tagalog 129 1.39 27.20 6.75 548.07 51.43

Other 1556 16.74 26.01 7.71 540.21 56.22

Not Provided 18 0.19 22.06 11.30 511.39 90.61

Race/Ethnicity

Native American 177 1.90 25.94 6.97 541.05 55.39

Asian 1079 11.61 26.48 7.54 542.85 54.68

Black 430 4.63 26.80 6.96 545.16 53.64

Hispanic 6372 68.56 26.90 6.59 543.53 51.58

White 863 9.29 26.87 7.55 546.15 56.20


Multi 120 1.29 25.58 7.83 536.95 55.39

Not Provided 36 0.39 21.17 10.12 511.33 65.66


Non-Special Ed. 7642 82.23 27.41 6.60 547.98 52.45




Mean SD Mean SD

6

All Students 6496 100.00 27.20 7.14 551.06 57.48

Gender Female 2868 44.15 27.28 7.08 550.74 56.90 Male 3624 55.79 27.14 7.18 551.37 57.84


Primary Language

Spanish 4386 67.52 27.55 6.78 552.99 55.98 Russian 228 3.51 28.72 5.99 562.57 52.55 Vietnamese 170 2.62 27.58 7.43 554.73 62.59 Somali 156 2.40 25.30 7.98 538.74 57.06 Ukrainian 93 1.43 27.99 7.08 554.20 58.00

Chinese 111 1.71 26.66 7.93 549.75 61.56 Korean 59 0.91 26.40 8.21 552.00 64.85 Tagalog 101 1.55 27.82 6.15 555.76 51.81 Other 1171 18.03 25.84 8.01 542.76 60.39 Not Provided 21 0.32 21.29 13.51 515.19 108.62

Race/Ethnicity

Native American 152 2.34 25.90 7.25 541.01 53.45

Asian 711 10.95 26.61 7.77 548.75 61.47 Black 336 5.17 25.76 7.73 542.24 58.04 Hispanic 4429 68.18 27.50 6.84 552.72 56.28 White 556 8.56 27.47 7.42 554.28 59.17 Hawaiian/Pacific 186 2.86 26.22 7.61 543.36 54.64 Multi 103 1.59 26.80 7.42 548.45 60.68

Not Provided 23 0.35 19.57 12.18 495.00 88.49






Mean SD Mean SD

7

All Students 5715 100.00 27.69 7.43 557.20 61.37

Gender

Female 2557 44.74 27.93 7.31 558.80 60.53

Male 3158 55.26 27.50 7.53 555.91 62.02


Primary Language

Spanish 3847 67.31 28.20 7.07 560.83 60.28

Russian 167 2.92 29.17 6.15 566.07 57.33

Vietnamese 148 2.59 27.05 8.30 554.50 66.07

Somali 150 2.62 25.29 8.95 542.11 67.69

Ukrainian 75 1.31 28.52 7.10 563.76 60.30

Chinese 103 1.80 24.23 8.70 531.64 57.72

Korean 58 1.01 26.79 9.35 554.66 75.66

Tagalog 102 1.78 29.23 5.61 567.73 55.44

Other 1036 18.13 26.33 7.93 547.03 60.83

Not Provided 29 0.51 23.00 11.80 522.41 99.27

Race/Ethnicity

Native American 149 2.61 26.50 6.71 545.73 51.91

Asian 704 12.32 26.37 8.33 548.62 64.86

Black 291 5.09 25.29 8.78 541.60 65.69

Hispanic 3872 67.75 28.16 7.11 560.56 60.53

White 453 7.93 28.33 6.91 561.23 58.05


Multi 79 1.38 28.13 6.97 559.14 59.40

Not Provided 30 0.52 21.43 11.76 507.07 90.02


Not Specified 4476 78.32 27.97 7.48 560.18 61.90





Mean SD Mean SD

8

All Students 5109 100.00 28.33 7.19 563.75 61.33

Gender

Female 2267 44.37 28.49 7.20 565.78 60.93

Male 2840 55.59 28.20 7.19 562.15 61.62


Primary Language

Spanish 3384 66.24 28.94 6.83 568.22 60.59

Russian 131 2.56 28.67 6.32 563.66 52.76

Vietnamese 140 2.74 27.25 7.29 552.57 62.98

Somali 129 2.52 26.00 8.07 546.33 62.24

Ukrainian 73 1.43 27.14 8.58 554.53 69.63

Chinese 117 2.29 26.33 7.18 547.29 55.44

Korean 68 1.33 27.24 7.75 555.34 58.74

Tagalog 94 1.84 28.83 5.83 568.26 54.03

Other 957 18.73 27.02 7.92 555.12 62.88

Not Provided 16 0.31 25.19 12.26 544.50 101.17

Race/Ethnicity

Native American 124 2.43 26.89 6.87 551.81 59.00

Asian 673 13.17 27.47 7.11 556.67 59.32

Black 274 5.36 26.41 7.83 548.84 60.68

Hispanic 3408 66.71 28.95 6.79 568.38 60.05

White 374 7.32 27.02 8.42 555.18 66.52


Multi 67 1.31 27.94 8.28 559.63 65.85

Not Provided 32 0.63 22.31 11.74 524.78 93.56


Not Specified 3982 77.94 28.29 7.48 564.47 62.91





Mean SD Mean SD

9

All Students 4494 100.00 20.94 7.75 541.94 75.53

Gender

Female 1883 41.90 20.70 7.82 538.68 74.98

Male 2610 58.08 21.11 7.71 544.31 75.86


Primary Language

Spanish 2783 61.93 21.33 7.62 544.68 76.15

Russian 125 2.78 23.55 6.28 569.29 66.39

Vietnamese 156 3.47 19.58 8.35 533.70 77.76

Somali 156 3.47 18.67 8.62 526.91 77.80

Ukrainian 54 1.20 22.52 7.24 559.11 78.61

Chinese 100 2.23 19.96 6.67 523.91 58.38

Korean 44 0.98 21.09 7.79 540.00 72.65

Tagalog 96 2.14 22.47 5.36 556.90 62.67

Other 946 21.05 20.05 8.02 535.27 73.50

Not Provided 34 0.76 16.26 10.53 495.59 103.37

Race/Ethnicity

Native American 85 1.89 22.15 6.09 552.21 65.57

Asian 670 14.91 19.92 7.91 532.52 73.45

Black 318 7.08 19.00 8.22 527.98 73.16

Hispanic 2813 62.59 21.30 7.64 544.56 76.40

White 363 8.08 21.32 7.98 548.06 74.98


Multi 67 1.49 22.68 6.29 561.80 67.62

Not Provided 39 0.87 16.00 9.75 491.36 82.88


Non-Special Ed. 3579 79.64 20.60 8.16 540.04 78.98





Mean SD Mean SD

10

All Students 3680 100.00 21.45 7.16 546.52 70.45

Gender

Female 1624 44.13 21.27 7.16 544.33 69.24

Male 2052 55.76 21.58 7.17 548.16 71.35


Primary Language

Spanish 2181 59.27 21.78 7.12 549.37 71.39

Russian 87 2.36 23.72 4.93 566.39 56.56

Vietnamese 122 3.32 19.65 7.55 528.22 70.62

Somali 155 4.21 19.13 8.42 532.41 78.41

Ukrainian 48 1.30 21.90 6.80 547.63 65.78

Chinese 80 2.17 18.70 7.63 517.93 63.03

Korean 62 1.68 22.35 5.11 546.58 49.82

Tagalog 75 2.04 24.00 4.58 567.45 55.34

Other 840 22.83 21.01 7.17 543.23 68.99

Not Provided 30 0.82 20.37 8.52 542.47 83.56

Race/Ethnicity

Native American 67 1.82 24.18 5.47 578.45 68.45

Asian 589 16.01 20.30 7.25 533.75 66.69

Black 332 9.02 20.20 7.73 539.01 72.35

Hispanic 2196 59.67 21.78 7.14 549.36 71.53

White 299 8.13 22.31 6.37 553.12 62.75


Multi 51 1.39 21.71 7.26 548.94 72.91

Not Provided 38 1.03 19.11 7.97 531.03 74.30


Non-Special Ed. 2938 79.84 21.26 7.37 545.20 71.39




Raw Score Scale Score Mean SD Mean SD

11

All Students 2724 100.00 22.10 6.36 551.23 65.21


Primary Language


Race/Ethnicity







Mean SD Mean SD

12

All Students 2485 100.00 22.53 5.89 554.65 63.02

Gender

Female 1174 47.24 22.50 5.66 552.81 59.39

Male 1310 52.72 22.55 6.08 556.33 66.10


Primary Language

Spanish 1305 52.52 23.19 5.46 561.11 61.23

Russian 49 1.97 25.80 3.12 597.78 54.02

Vietnamese 134 5.39 20.62 6.30 532.84 61.99

Somali 98 3.94 20.02 7.68 533.65 78.95

Ukrainian 20 0.80 21.00 7.89 544.90 83.14

Chinese 95 3.82 20.07 6.32 527.47 56.93

Korean 43 1.73 23.58 3.92 554.33 44.49

Tagalog 48 1.93 21.98 6.43 548.60 74.03

Other 669 26.92 22.19 6.02 551.62 61.45

Not Provided 24 0.97 20.54 6.30 535.67 59.30

Race/Ethnicity

Native American 32 1.29 24.59 3.92 575.38 54.22

Asian 542 21.81 21.30 6.26 540.55 62.11

Black 266 10.70 21.36 6.34 542.92 65.11

Hispanic 1323 53.24 23.09 5.56 560.27 61.57

White 182 7.32 23.99 5.44 574.38 64.89


Multi 36 1.45 23.25 5.90 559.64 58.23

Not Provided 26 1.05 20.42 5.88 532.50 55.60


Non-Special Ed. 2039 82.05 22.63 5.64 555.78 60.80


Table 81. Subgroup Statistics, Reading, Kindergarten



Mean SD Mean SD

K

All Students 16869 100.00 12.70 4.26 365.30 56.00



Primary Language

Spanish 10501 62.25 11.99 3.83 356.72 49.94

Russian 805 4.77 13.12 4.21 369.76 55.18

Vietnamese 635 3.76 13.52 4.46 374.95 60.20 Somali 391 2.32 12.33 4.27 359.75 55.63

Ukrainian 354 2.10 12.91 3.59 367.67 46.65 Chinese 487 2.89 16.44 4.52 413.58 65.00

Korean 238 1.41 16.13 4.45 407.84 60.02 Tagalog 112 0.66 14.15 4.25 382.72 56.82

Other 3298 19.55 13.88 4.76 379.74 63.63

Not Provided 48 0.28 10.25 4.86 334.98 60.86

Race/Ethnicity

Native American 171 1.01 11.35 3.62 349.87 47.56

Asian 2642 15.66 15.12 4.69 395.81 64.47 Black 832 4.93 13.12 4.39 369.20 57.33

Hispanic 10495 62.21 12.00 3.85 356.85 50.12

White 2096 12.43 13.21 4.23 371.03 55.41 Hawaiian/Pacific 273 1.62 10.96 4.43 341.15 60.18

Multi 279 1.65 14.04 4.76 381.76 62.48 Not Provided 81 0.48 10.02 4.86 333.20 60.84



Table 82. Subgroup Statistics, Reading, Grade 1



Mean SD Mean SD

1

All Students 16802 100.00 23.33 4.91 429.60 49.55

Gender

Female 8201 48.81 23.71 4.71 433.06 48.16

Male 8592 51.14 22.96 5.07 426.31 50.64


Primary Language

Spanish 10954 65.19 22.74 4.77 423.46 45.80

Russian 829 4.93 24.02 4.71 435.88 49.33

Vietnamese 662 3.94 24.96 4.66 446.07 51.05

Somali 321 1.91 23.48 4.86 431.60 48.31

Ukrainian 296 1.76 24.37 4.61 437.34 51.62

Chinese 438 2.61 26.35 4.17 463.18 54.55

Korean 194 1.15 26.71 3.73 463.53 49.70

Tagalog 144 0.86 25.54 3.88 450.76 46.81

Other 2913 17.34 24.14 5.16 438.37 55.46

Not Provided 51 0.30 19.20 8.46 395.63 71.01

Race/Ethnicity

Native American 178 1.06 21.51 5.45 409.15 53.87

Asian 2401 14.29 25.51 4.58 452.69 54.30

Black 731 4.35 23.83 4.81 434.49 48.78

Hispanic 10949 65.16 22.75 4.76 423.67 45.82

White 1896 11.28 24.00 4.92 435.75 51.77


Multi 287 1.71 24.09 5.32 437.50 54.47

Not Provided 85 0.51 20.13 7.33 403.52 64.84


Non-Special Ed. 15517 92.35 23.66 4.65 432.63 47.26





Mean SD Mean SD

2

All Students 14967 100.00 16.38 6.23 451.93 55.29

Gender

Female 6921 46.24 16.84 6.08 456.08 52.36

Male 8043 53.74 15.99 6.33 448.37 57.47


Primary Language

Spanish 9999 66.81 15.76 6.01 447.33 54.69

Russian 669 4.47 17.57 6.37 460.00 54.97

Vietnamese 547 3.65 19.09 6.17 472.60 48.90

Somali 326 2.18 16.63 6.08 454.78 52.81

Ukrainian 312 2.08 16.85 5.96 457.11 51.57

Chinese 292 1.95 20.16 6.62 479.27 56.40

Korean 163 1.09 20.39 5.65 481.28 46.82

Tagalog 138 0.92 18.80 6.09 470.44 48.65

Other 2479 16.56 17.07 6.58 456.77 57.15

Not Provided 42 0.28 14.05 5.44 436.24 53.62

Race/Ethnicity

Native American 191 1.28 14.80 5.63 440.47 53.51

Asian 1834 12.25 19.28 6.43 473.13 53.18

Black 629 4.20 16.82 6.31 454.85 56.64

Hispanic 9941 66.42 15.73 6.01 447.12 54.68

White 1733 11.58 17.27 6.39 457.93 55.72


Multi 278 1.86 17.24 6.15 460.36 49.80

Not Provided 59 0.39 13.15 6.12 423.86 64.14


Non-Special Ed. 13496 90.17 16.88 6.09 456.42 52.39





Mean SD Mean SD

3

All Students 12743 100.00 20.27 6.13 480.45 49.58

Gender

Female 5901 46.31 20.85 5.89 484.93 46.73

Male 6839 53.67 19.77 6.28 476.59 51.59


Primary Language

Spanish 8700 68.27 20.01 5.94 478.68 47.43

Russian 552 4.33 21.20 6.19 487.70 51.21

Vietnamese 404 3.17 22.49 5.69 495.91 46.49

Somali 300 2.35 19.82 6.72 476.16 55.93

Ukrainian 235 1.84 21.71 5.90 489.00 47.75

Chinese 200 1.57 22.14 6.42 494.71 54.38

Korean 116 0.91 23.07 5.79 501.99 54.18

Tagalog 131 1.03 21.95 5.56 494.15 41.10

Other 2071 16.25 20.16 6.65 479.58 55.23

Not Provided 34 0.27 17.41 8.47 454.38 74.80

Race/Ethnicity

Native American 186 1.46 18.19 6.38 464.97 52.53

Asian 1434 11.25 22.00 6.07 493.65 49.36

Black 554 4.35 20.16 6.59 478.55 54.51

Hispanic 8539 67.01 20.01 5.96 478.61 47.65

White 1461 11.47 20.72 6.45 483.97 53.47


Multi 267 2.10 19.97 6.12 479.50 48.78

Not Provided 45 0.35 16.22 8.68 446.09 76.26


Non-Special Ed. 11176 87.70 21.06 5.63 486.66 43.82





Mean SD Mean SD

4

All Students 10732 100.00 15.11 5.72 506.88 47.67

Gender

Female 4899 45.65 15.56 5.56 510.56 45.56

Male 5828 54.30 14.74 5.83 503.80 49.17


Primary Language

Spanish 7329 68.29 14.84 5.53 504.95 45.93

Russian 456 4.25 16.15 5.41 515.13 43.40

Vietnamese 323 3.01 18.26 5.85 531.29 47.13

Somali 218 2.03 13.91 5.69 497.36 48.26

Ukrainian 216 2.01 16.60 5.16 519.36 39.05

Chinese 135 1.26 16.50 6.40 516.32 53.49

Korean 102 0.95 17.74 6.37 526.13 53.41

Tagalog 131 1.22 17.32 5.83 525.33 45.36

Other 1786 16.64 15.04 6.18 505.58 52.96

Not Provided 36 0.34 10.69 5.76 468.06 57.43

Race/Ethnicity

Native American 185 1.72 13.26 5.73 491.49 49.76

Asian 1159 10.80 17.10 6.20 521.84 51.66

Black 465 4.33 14.43 5.89 500.76 50.47

Hispanic 7347 68.46 14.83 5.54 504.79 46.19

White 1097 10.22 15.92 5.75 513.07 46.81


Multi 193 1.80 15.17 5.99 508.31 48.85

Not Provided 48 0.45 11.58 6.38 474.96 60.79


Non-Special Ed. 9063 84.45 16.00 5.44 514.30 43.39





Mean SD Mean SD

5

All Students 9298 100.00 17.47 5.86 524.60 47.66

Gender

Female 4287 46.11 17.85 5.63 527.43 45.20

Male 5008 53.86 17.15 6.02 522.16 49.55


Primary Language

Spanish 6338 68.17 17.41 5.62 524.28 44.74

Russian 368 3.96 18.32 5.64 530.58 45.10

Vietnamese 288 3.10 19.03 6.62 536.33 58.10

Somali 207 2.23 16.23 6.30 514.67 54.72

Ukrainian 175 1.88 18.47 5.69 531.23 47.02

Chinese 137 1.47 18.45 6.36 532.66 54.08

Korean 77 0.83 19.84 5.75 544.58 50.93

Tagalog 129 1.39 19.54 5.21 539.45 41.32

Other 1561 16.79 16.95 6.41 520.49 54.17

Not Provided 18 0.19 12.89 8.64 479.11 79.99

Race/Ethnicity

Native American 178 1.91 15.44 6.36 509.21 50.42

Asian 1080 11.62 18.75 6.13 534.56 51.79

Black 427 4.59 16.94 6.20 521.20 52.06

Hispanic 6375 68.56 17.40 5.64 524.16 44.93

White 863 9.28 17.89 6.19 526.77 52.50


Multi 121 1.30 16.01 6.89 510.14 63.20

Not Provided 37 0.40 14.27 6.57 497.43 57.85


Non-Special Ed. 7652 82.30 18.44 5.44 532.19 43.39





Mean SD Mean SD

6

All Students 6521 100.00 14.70 5.34 525.35 51.08

Gender

Female 2879 44.15 15.12 5.11 529.78 47.29

Male 3638 55.79 14.37 5.50 521.84 53.60


Primary Language

Spanish 4400 67.47 14.51 5.09 524.47 48.86

Russian 230 3.53 16.20 5.13 538.46 44.16

Vietnamese 172 2.64 16.98 5.53 543.13 49.13

Somali 156 2.39 14.28 5.64 519.54 56.83

Ukrainian 93 1.43 14.77 5.54 524.41 54.80

Chinese 111 1.70 17.23 6.28 544.54 56.81

Korean 60 0.92 17.97 6.43 549.63 57.90

Tagalog 101 1.55 16.75 5.23 543.10 43.03

Other 1176 18.03 14.30 5.75 520.13 56.76

Not Provided 22 0.34 12.64 6.60 504.82 67.70

Race/Ethnicity

Native American 151 2.32 12.93 5.17 509.17 55.09

Asian 715 10.96 16.37 5.89 537.90 53.50

Black 336 5.15 14.46 5.84 520.08 59.29

Hispanic 4444 68.15 14.49 5.11 524.20 49.21

White 558 8.56 15.22 5.70 528.69 53.31


Multi 105 1.61 14.71 5.57 525.51 51.25

Not Provided 23 0.35 12.52 7.29 499.87 73.26


Non-Special Ed. 5054 77.50 15.60 5.12 533.74 46.31





Mean SD Mean SD

7

All Students 5733 100.00 16.24 5.54 537.32 49.76

Gender

Female 2564 44.72 16.59 5.21 541.03 45.32

Male 3169 55.28 15.96 5.78 534.31 52.90


Primary Language

Spanish 3865 67.42 16.15 5.33 537.50 46.99

Russian 166 2.90 17.89 5.00 550.57 41.08

Vietnamese 145 2.53 18.66 5.36 555.41 44.68

Somali 151 2.63 15.62 6.12 527.09 62.91

Ukrainian 75 1.31 16.96 5.72 541.44 55.31

Chinese 103 1.80 17.03 7.18 542.70 64.12

Korean 58 1.01 18.95 6.54 558.72 51.36

Tagalog 102 1.78 18.63 5.31 554.72 46.23

Other 1039 18.12 15.61 5.81 530.46 55.50

Not Provided 29 0.51 13.07 5.43 511.48 50.07

Race/Ethnicity

Native American 148 2.58 14.68 5.27 524.43 50.82

Asian 702 12.24 17.36 6.10 545.08 53.52

Black 295 5.15 15.85 5.97 530.70 59.02

Hispanic 3888 67.82 16.12 5.35 537.12 47.38

White 453 7.90 16.73 5.73 539.46 53.51


Multi 81 1.41 16.19 5.77 534.40 56.32

Not Provided 30 0.52 12.23 5.74 500.43 57.97


Non-Special Ed. 4495 78.41 17.05 5.34 543.94 46.71





Mean SD Mean SD

8

All Students 5117 100.00 17.71 5.65 549.14 47.78

Gender

Female 2269 44.34 18.05 5.43 552.11 45.02

Male 2846 55.62 17.45 5.81 546.77 49.77


Primary Language

Spanish 3387 66.19 17.67 5.37 549.32 44.46

Russian 132 2.58 19.01 5.46 559.83 42.34

Vietnamese 141 2.76 19.15 5.82 559.91 49.28

Somali 129 2.52 16.10 6.09 533.96 55.32

Ukrainian 73 1.43 17.60 5.92 546.44 53.45

Chinese 116 2.27 19.69 6.24 564.96 54.69

Korean 69 1.35 20.59 5.92 570.67 50.66

Tagalog 94 1.84 20.27 4.83 569.04 33.74

Other 958 18.72 17.00 6.21 542.17 55.36

Not Provided 18 0.35 18.11 6.99 555.39 54.92

Race/Ethnicity

Native American 124 2.42 16.29 6.16 536.97 54.44

Asian 674 13.17 19.11 5.94 559.28 50.72

Black 275 5.37 16.69 6.25 539.49 55.59

Hispanic 3411 66.66 17.71 5.38 549.56 44.63

White 376 7.35 17.23 6.26 544.21 55.79


Multi 68 1.33 18.10 5.64 552.28 46.15

Not Provided 33 0.64 14.39 6.27 523.55 53.18


Non-Special Ed. 3994 78.05 18.44 5.52 554.59 46.21





Mean SD Mean SD

9

All Students 4513 100.00 16.17 5.40 531.04 50.32

Gender

Female 1898 42.06 16.62 5.23 535.44 46.91

Male 2614 57.92 15.84 5.50 527.84 52.45


Primary Language

Spanish 2796 61.95 16.33 5.22 532.94 48.03

Russian 126 2.79 16.27 5.42 530.92 53.26

Vietnamese 156 3.46 16.73 5.65 536.05 49.05

Somali 155 3.43 14.19 6.11 510.94 62.73

Ukrainian 54 1.20 16.43 4.42 535.35 40.22

Chinese 100 2.22 17.80 5.46 545.40 46.44

Korean 44 0.97 18.20 5.10 547.23 44.61

Tagalog 96 2.13 17.10 3.88 542.91 30.00

Other 952 21.09 15.66 5.72 525.62 54.43

Not Provided 34 0.75 12.41 6.49 492.35 67.84

Race/Ethnicity

Native American 86 1.91 15.77 5.65 525.49 56.81

Asian 673 14.91 16.73 5.56 535.77 49.59

Black 322 7.13 15.00 6.17 518.19 61.28

Hispanic 2826 62.62 16.32 5.24 532.71 48.33

White 364 8.07 15.58 5.41 525.52 52.69


Multi 62 1.37 16.31 5.51 531.80 52.23

Not Provided 39 0.86 12.67 5.86 496.10 61.92


Non-Special Ed. 3593 79.61 16.57 5.42 534.19 49.80




Mean SD Mean SD

10

All Students 3685 100.00 16.94 5.40 537.77 48.11


Primary Language


Race/Ethnicity







Mean SD Mean SD

11

All Students 2731 100.00 17.95 5.27 546.04 44.82

Gender

Female 1260 46.14 18.52 5.11 550.54 42.18

Male 1471 53.86 17.47 5.36 542.19 46.63


Primary Language

Spanish 1496 54.78 18.15 5.19 547.62 43.44

Russian 64 2.34 17.80 5.44 544.75 45.94

Vietnamese 133 4.87 17.88 5.14 545.53 43.70

Somali 98 3.59 16.43 5.54 531.67 53.52

Ukrainian 30 1.10 16.23 4.69 535.60 37.55

Chinese 84 3.08 19.11 4.99 556.13 35.10

Korean 45 1.65 20.49 4.03 565.69 27.15

Tagalog 74 2.71 19.47 4.26 559.80 33.13

Other 686 25.12 17.36 5.48 541.23 48.48

Not Provided 21 0.77 18.24 6.35 549.62 50.47

Race/Ethnicity

Native American 35 1.28 17.51 5.37 541.03 48.55

Asian 557 20.40 18.56 5.28 550.68 44.72

Black 238 8.71 16.97 5.46 537.74 49.91

Hispanic 1504 55.07 18.13 5.18 547.43 43.48

White 232 8.50 17.56 5.31 543.62 44.07


Multi 45 1.65 16.82 5.74 535.09 53.48

Not Provided 28 1.03 16.96 6.05 541.11 47.33


Non-Special Ed. 2212 81.00 18.38 5.21 549.38 43.52





Mean SD Mean SD

12

All Students 2488 100.00 18.36 5.30 549.45 43.92

Gender

Female 1174 47.19 18.63 4.94 551.86 40.06

Male 1313 52.77 18.12 5.60 547.25 47.02


Primary Language

Spanish 1309 52.61 18.67 5.06 552.18 41.22

Russian 49 1.97 19.24 5.22 556.47 40.72

Vietnamese 135 5.43 18.32 5.64 547.83 47.56

Somali 96 3.86 15.57 5.93 526.61 54.82

Ukrainian 21 0.84 16.90 5.40 539.43 44.91

Chinese 93 3.74 17.84 5.65 544.65 47.20

Korean 44 1.77 20.66 5.23 567.82 44.29

Tagalog 47 1.89 18.40 5.67 550.04 45.66

Other 669 26.89 18.09 5.38 547.18 44.96

Not Provided 25 1.00 17.44 5.52 542.32 43.33

Race/Ethnicity

Native American 32 1.29 17.19 5.71 540.19 46.86

Asian 543 21.82 18.30 5.56 548.43 46.13

Black 263 10.57 17.30 5.67 540.87 48.43

Hispanic 1326 53.30 18.65 5.08 551.92 41.25

White 183 7.36 19.15 5.31 555.30 45.30


Multi 36 1.45 16.08 5.54 532.08 56.78

Not Provided 27 1.09 17.30 5.93 541.07 46.14


Non-Special Ed. 2036 81.83 19.06 4.93 555.05 39.61


Table 94. Subgroup Statistics, Writing, Kindergarten



Mean SD Mean SD

K

All Students 16846 100.00 10.65 3.94 320.20 82.62

Gender

Female 8227 48.84 11.02 3.92 327.72 83.24

Male 8614 51.13 10.29 3.92 313.02 81.38


Primary Language

Spanish 10490 62.27 9.90 3.62 304.81 75.11

Russian 804 4.77 11.35 3.74 335.33 77.90

Vietnamese 633 3.76 11.15 3.80 330.50 79.48

Somali 389 2.31 10.89 3.46 323.81 73.35

Ukrainian 352 2.09 11.36 3.49 331.70 73.46

Chinese 487 2.89 13.76 4.15 386.55 95.56

Korean 236 1.40 13.60 3.41 380.23 74.93

Tagalog 113 0.67 12.27 3.46 354.20 70.30

Other 3294 19.55 11.95 4.31 346.97 92.18

Not Provided 48 0.28 9.10 5.11 296.44 88.83

Race/Ethnicity

Native American 169 1.00 9.62 3.16 298.36 69.39

Asian 2639 15.67 12.80 4.18 365.09 91.90

Black 830 4.93 11.33 3.80 333.64 78.97

Hispanic 10485 62.24 9.92 3.63 305.30 75.30

White 2091 12.41 11.47 3.88 335.75 81.89


Multi 277 1.64 12.10 4.22 350.94 86.70

Not Provided 81 0.48 8.74 4.48 286.11 81.65


Non-Special Ed. 15627 92.76 10.85 3.87 323.87 82.32


Table 95. Subgroup Statistics, Writing, Grade 1



Mean SD Mean SD

1

All Students 16787 100.00 22.70 6.59 426.14 73.38

Gender

Female 8195 48.82 23.68 6.33 435.95 72.05

Male 8583 51.13 21.77 6.70 416.75 73.35


Primary Language

Spanish 10943 65.19 22.08 6.58 419.25 71.23

Russian 829 4.94 23.98 6.21 439.56 71.40

Vietnamese 659 3.93 23.83 6.40 439.23 72.47

Somali 321 1.91 22.62 6.29 424.38 65.59

Ukrainian 296 1.76 24.70 5.57 447.16 67.64

Chinese 438 2.61 25.72 6.10 461.67 82.25

Korean 194 1.16 25.72 5.59 460.19 71.21

Tagalog 143 0.85 24.72 5.36 448.24 62.51

Other 2913 17.35 23.52 6.64 435.38 77.06

Not Provided 51 0.30 18.61 9.35 379.67 105.34

Race/Ethnicity

Native American 179 1.07 20.45 6.55 402.08 67.02

Asian 2395 14.27 24.81 6.21 450.48 76.75

Black 731 4.35 23.15 6.27 430.00 68.03

Hispanic 10941 65.18 22.11 6.57 419.53 71.04

White 1894 11.28 23.74 6.41 436.91 74.55


Multi 287 1.71 23.47 6.66 434.92 73.63

Not Provided 85 0.51 17.60 8.61 369.38 102.01


Non-Special Ed. 15505 92.36 23.22 6.23 431.66 69.32





Mean SD Mean SD

2

All Students 14949 100.00 19.84 5.99 464.26 53.23

Gender

Female 6917 46.27 20.53 5.72 470.24 49.22

Male 8029 53.71 19.24 6.15 459.18 55.88


Primary Language

Spanish 9984 66.79 19.45 5.84 461.37 51.89

Russian 667 4.46 21.00 5.84 473.54 51.57

Vietnamese 544 3.64 21.70 5.61 479.18 45.52

Somali 325 2.17 19.57 6.05 461.05 55.70

Ukrainian 313 2.09 21.01 5.88 474.40 50.00

Chinese 292 1.95 22.71 6.37 485.26 59.66

Korean 163 1.09 22.37 5.55 483.86 47.03

Tagalog 138 0.92 21.44 5.94 476.73 50.54

Other 2481 16.60 20.04 6.37 465.32 57.67

Not Provided 42 0.28 17.05 7.41 434.81 77.95

Race/Ethnicity

Native American 192 1.28 17.03 5.57 442.17 53.26 Asian 1831 12.25 21.87 6.03 479.93 52.35

Black 628 4.20 19.92 6.00 464.30 53.90

Hispanic 9925 66.39 19.41 5.84 461.07 51.99

White 1731 11.58 20.72 6.16 470.97 54.66


Multi 279 1.87 19.67 6.14 463.10 57.78

Not Provided 61 0.41 14.85 7.52 414.79 80.21


Non-Special Ed. 13480 90.17 20.40 5.63 469.46 47.98





Mean SD Mean SD

3

All Students 12733 100.00 23.01 5.72 488.96 50.11

Gender

Female 5901 46.34 23.73 5.50 494.66 48.82

Male 6829 53.63 22.40 5.84 484.07 50.63


Primary Language

Spanish 8695 68.29 22.91 5.51 488.20 46.93

Russian 552 4.34 23.96 5.66 497.42 50.83

Vietnamese 404 3.17 24.35 5.42 499.74 48.63

Somali 301 2.36 21.61 6.29 475.65 57.89

Ukrainian 235 1.85 24.27 5.61 498.60 51.58

Chinese 199 1.56 24.13 6.35 497.22 61.43

Korean 116 0.91 25.41 5.79 509.16 59.94

Tagalog 131 1.03 24.40 5.41 500.02 46.39

Other 2066 16.23 22.73 6.31 486.76 57.63

Not Provided 34 0.27 18.21 7.91 444.32 77.66

Race/Ethnicity

Native American 183 1.44 20.99 6.44 473.23 56.21

Asian 1433 11.25 24.18 5.77 499.03 53.52

Black 554 4.35 22.19 6.48 480.26 59.97

Hispanic 8534 67.02 22.90 5.52 488.08 47.08

White 1461 11.47 23.42 6.07 492.20 55.55


Multi 267 2.10 22.29 5.68 484.53 46.99

Not Provided 44 0.35 18.48 7.78 445.91 77.27


Non-Special Ed. 11171 87.73 23.70 5.22 494.59 45.10




Mean SD Mean SD

4

All Students 10735 100.00 18.80 5.66 510.52 48.50


Primary Language


Race/Ethnicity







Mean SD Mean SD

5

All Students 9300 100.00 20.74 5.58 526.58 52.19

Gender

Female 4290 46.13 21.42 5.43 532.54 52.10

Male 5007 53.84 20.15 5.63 521.46 51.74


Primary Language

Spanish 6340 68.17 20.75 5.31 526.29 48.81

Russian 367 3.95 21.96 5.33 538.76 55.94

Vietnamese 288 3.10 21.58 6.04 534.84 62.81

Somali 208 2.24 18.84 6.20 509.28 53.20

Ukrainian 175 1.88 21.72 6.30 535.14 64.69

Chinese 137 1.47 21.77 5.72 539.17 55.59

Korean 77 0.83 22.83 4.51 544.75 44.00

Tagalog 129 1.39 22.56 4.45 541.84 45.51

Other 1561 16.78 20.11 6.28 522.04 58.58

Not Provided 18 0.19 16.28 8.76 478.33 94.72

Race/Ethnicity

Native American 177 1.90 18.63 5.94 507.65 52.70

Asian 1080 11.61 21.68 5.75 536.14 57.18

Black 428 4.60 19.69 5.84 518.00 51.07

Hispanic 6377 68.57 20.73 5.35 526.17 49.37

White 862 9.27 21.11 6.34 530.78 63.37


Multi 121 1.30 19.45 6.44 514.03 57.00

Not Provided 37 0.40 17.78 7.52 501.22 66.51


Non-Special Ed. 7651 82.27 21.64 5.04 533.95 48.80





Mean SD Mean SD

6

All Students 6510 100.00 12.84 4.27 534.07 51.44

Gender

Female 2875 44.16 13.47 4.17 541.02 49.97

Male 3631 55.78 12.34 4.27 528.59 51.92


Primary Language

Spanish 4395 67.51 12.89 4.08 534.83 48.38

Russian 230 3.53 13.57 3.91 542.77 44.50

Vietnamese 170 2.61 13.79 4.03 543.55 49.59

Somali 155 2.38 11.64 4.61 521.54 55.04

Ukrainian 93 1.43 13.66 4.58 542.57 55.45

Chinese 111 1.71 13.65 4.32 541.48 52.86

Korean 61 0.94 14.34 5.11 549.31 63.31

Tagalog 100 1.54 14.11 3.97 550.72 45.48

Other 1173 18.02 12.27 4.77 526.87 60.04

Not Provided 22 0.34 10.27 5.64 497.27 81.21

Race/Ethnicity

Native American 151 2.32 11.53 4.39 518.87 53.60

Asian 713 10.95 13.56 4.48 541.05 56.50

Black 334 5.13 12.07 4.70 525.68 56.40

Hispanic 4439 68.19 12.87 4.10 534.56 48.90

White 558 8.57 13.01 4.65 534.93 58.13


Multi 104 1.60 12.57 4.80 531.20 55.79

Not Provided 24 0.37 9.33 5.50 489.04 77.50


Non-Special Ed. 5049 77.56 13.53 4.03 541.61 48.02




Mean SD Mean SD

7

All Students 5728 100.00 13.81 4.31 545.13 52.34


Primary Language


Race/Ethnicity






Mean SD Mean SD

8

All Students 5108 100.00 14.76 4.28 556.04 52.76



Primary Language

Spanish 3383 66.23 14.95 4.06 558.15 49.37 Russian 132 2.58 15.86 3.61 569.73 44.83 Vietnamese 141 2.76 14.61 4.31 553.21 54.49 Somali 128 2.51 13.49 5.09 537.22 68.69 Ukrainian 73 1.43 14.55 5.09 554.62 60.68

Chinese 117 2.29 15.58 4.39 566.98 56.82 Korean 69 1.35 15.83 3.60 568.81 42.57 Tagalog 94 1.84 15.91 3.51 569.97 41.86 Other 953 18.66 13.90 4.84 546.48 60.43 Not Provided 18 0.35 12.50 5.43 533.33 60.79

Race/Ethnicity

Native American 124 2.43 12.87 4.41 536.41 53.98

Asian 674 13.19 15.26 4.28 562.58 53.57 Black 274 5.36 13.62 4.90 540.92 63.49 Hispanic 3406 66.68 14.97 4.07 558.31 49.89 White 374 7.32 14.32 5.03 551.22 62.87 Hawaiian/Pacific 155 3.03 13.43 4.22 540.95 47.19 Multi 68 1.33 14.53 4.57 550.34 55.83

Not Provided 33 0.65 11.79 4.83 524.42 52.17





Mean SD Mean SD

9

All Students 4495 100.00 17.58 5.72 523.60 57.69


Primary Language


Race/Ethnicity







Mean SD Mean SD

10

All Students 3668 100.00 18.47 5.60 533.07 57.53

Gender

Female 1621 44.19 19.17 5.42 540.23 56.22

Male 2043 55.70 17.90 5.68 527.31 57.94


Primary Language

Spanish 2181 59.46 18.33 5.42 530.92 54.96

Russian 86 2.34 20.40 5.03 552.91 56.76

Vietnamese 122 3.33 19.34 5.58 543.08 59.37

Somali 153 4.17 16.65 6.30 515.09 62.29

Ukrainian 48 1.31 18.67 6.25 535.79 68.35

Chinese 78 2.13 19.79 6.71 549.56 76.51

Korean 62 1.69 21.18 4.64 560.11 54.39

Tagalog 74 2.02 20.86 4.26 558.66 50.24

Other 834 22.74 18.31 5.77 532.73 58.55

Not Provided 30 0.82 17.90 6.77 525.93 71.43

Race/Ethnicity

Native American 63 1.72 18.02 5.51 528.48 57.24

Asian 586 15.98 19.33 5.86 543.87 63.50

Black 329 8.97 18.00 6.08 529.68 61.41

Hispanic 2195 59.84 18.33 5.42 530.97 55.06

White 297 8.10 19.11 5.79 539.94 60.15


Multi 51 1.39 17.29 4.30 519.16 39.20

Not Provided 36 0.98 18.06 6.15 529.97 60.17


Non-Special Ed. 2929 79.85 18.93 5.58 537.86 57.64





Mean SD Mean SD

11

All Students 2714 100.00 19.34 5.35 541.70 55.98

Gender

Female 1255 46.24 20.20 5.19 550.72 55.74

Male 1459 53.76 18.60 5.37 533.95 55.04


Primary Language

Spanish 1485 54.72 19.02 5.39 537.57 55.69

Russian 64 2.36 19.94 4.58 546.27 45.27

Vietnamese 133 4.90 20.31 5.28 551.54 56.80

Somali 97 3.57 17.93 4.79 527.11 44.03

Ukrainian 30 1.11 19.53 4.78 542.17 50.77

Chinese 84 3.10 22.26 5.83 578.69 67.45

Korean 45 1.66 23.00 4.34 582.67 54.50

Tagalog 74 2.73 20.54 4.52 552.92 46.96

Other 681 25.09 19.34 5.27 542.75 55.23

Not Provided 21 0.77 16.95 5.31 515.43 57.29

Race/Ethnicity

Native American 34 1.25 18.94 5.14 538.97 50.76

Asian 555 20.45 20.72 5.25 557.71 57.59

Black 236 8.70 18.32 5.32 531.60 52.18

Hispanic 1493 55.01 19.03 5.37 537.73 55.55

White 232 8.55 19.58 5.14 544.51 55.30


Multi 45 1.66 19.82 5.11 548.22 56.33

Not Provided 28 1.03 17.32 5.23 519.54 54.08


Non-Special Ed. 2197 80.95 19.75 5.35 546.19 56.77





Mean SD Mean SD

12

All Students 2470 100.00 19.46 5.30 542.38 55.23

Gender

Female 1171 47.41 20.08 4.88 548.48 50.58

Male 1298 52.55 18.91 5.59 536.86 58.61


Primary Language

Spanish 1294 52.39 19.18 5.05 538.86 51.51

Russian 49 1.98 21.49 3.89 562.96 43.58

Vietnamese 135 5.47 20.48 5.82 553.79 65.49

Somali 96 3.89 16.49 6.79 513.06 71.38

Ukrainian 21 0.85 20.00 6.28 544.67 71.22

Chinese 93 3.77 20.62 4.96 554.65 55.24

Korean 43 1.74 21.47 4.92 563.70 52.25

Tagalog 47 1.90 20.23 5.83 548.32 67.35

Other 668 27.04 19.77 5.30 546.53 54.94

Not Provided 24 0.97 18.21 5.11 527.75 43.62

Race/Ethnicity

Native American 32 1.30 18.84 5.31 539.47 55.55

Asian 542 21.94 20.32 5.48 551.18 59.76

Black 263 10.65 18.64 6.00 535.14 62.43

Hispanic 1311 53.08 19.13 5.09 538.54 52.01

White 182 7.37 20.99 4.88 558.90 53.74


Multi 36 1.46 18.97 4.57 536.28 41.81

Not Provided 26 1.05 18.73 5.00 533.77 45.55


Non-Special Ed. 2026 82.02 20.17 4.87 549.73 51.08


Table 107. Subgroup Statistics, Comprehension, Kindergarten



Mean SD Mean SD

K

All Students 16827 100.00 25.97 7.22 402.09 41.53

Gender

Female 8218 48.84 26.38 7.10 404.33 40.97

Male 8604 51.13 25.58 7.31 399.96 41.95


Primary Language

Spanish 10475 62.25 24.94 6.67 396.11 37.58

Russian 801 4.76 26.07 7.05 403.09 40.06

Vietnamese 633 3.76 27.30 7.45 409.45 43.83

Somali 390 2.32 25.26 7.06 397.79 39.79

Ukrainian 351 2.09 25.86 6.53 401.60 36.46

Chinese 487 2.89 31.85 7.62 437.46 48.35

Korean 237 1.41 31.05 7.32 432.02 43.13

Tagalog 112 0.67 28.17 7.20 414.59 43.04

Other 3293 19.57 27.79 7.85 412.55 46.37

Not Provided 48 0.29 21.67 9.45 377.77 53.43

Race/Ethnicity

Native American 170 1.01 24.81 5.93 395.17 32.74

Asian 2639 15.68 29.61 7.74 423.61 46.96

Black 831 4.94 26.31 7.30 403.42 41.73

Hispanic 10467 62.20 24.96 6.69 396.20 37.70

White 2089 12.41 26.60 7.22 405.82 41.30


Multi 278 1.65 28.60 7.92 416.85 46.38

Not Provided 81 0.48 21.74 8.57 378.00 49.14


Non-Special Ed. 15605 92.74 26.33 7.06 404.11 40.66


Table 108. Subgroup Statistics, Comprehension, Grade 1



Mean SD Mean SD

1

All Students 16770 100.00 39.82 6.97 451.02 36.61

Gender

Female 8187 48.82 40.32 6.75 453.50 35.85 Male 8574 51.13 39.35 7.15 448.67 37.19 Not Provided 9 0.05 . . . .

Primary Language


Race/Ethnicity







Mean SD Mean SD

2

All Students 14933 100.00 31.40 8.29 465.46 39.17

Gender

Female 6910 46.27 32.02 8.07 468.45 37.59

Male 8020 53.71 30.86 8.43 462.91 40.32


Primary Language

Spanish 9980 66.83 30.62 7.92 462.12 37.84

Russian 668 4.47 33.32 8.21 473.86 38.48

Vietnamese 544 3.64 35.05 8.22 481.44 37.48

Somali 325 2.18 31.32 8.25 465.00 38.24

Ukrainian 312 2.09 32.52 7.80 471.97 36.27

Chinese 292 1.96 36.45 9.16 487.36 43.61

Korean 162 1.08 36.86 7.52 489.48 35.18

Tagalog 136 0.91 34.32 8.30 477.46 37.76

Other 2472 16.55 32.04 8.99 467.92 42.05

Not Provided 42 0.28 27.07 8.85 446.43 45.85

Race/Ethnicity

Native American 188 1.26 29.37 7.55 457.39 35.38

Asian 1828 12.24 35.06 8.75 480.88 40.71

Black 626 4.19 31.65 8.53 465.84 40.39

Hispanic 9922 66.44 30.58 7.93 461.95 37.93

White 1731 11.59 32.71 8.47 471.16 39.57


Multi 277 1.85 32.82 8.36 473.05 38.06

Not Provided 59 0.40 24.98 9.94 434.80 51.84


Non-Special Ed. 13470 90.20 32.12 7.99 468.89 37.10





Mean SD Mean SD

3

All Students 12720 100.00 36.49 7.94 486.86 36.10

Gender

Female 5889 46.30 37.17 7.69 489.72 34.66

Male 6828 53.68 35.91 8.11 484.40 37.11


Primary Language

Spanish 8681 68.25 36.23 7.53 485.70 33.87

Russian 552 4.34 37.92 7.95 493.72 36.25

Vietnamese 404 3.18 39.44 7.93 499.92 36.81

Somali 300 2.36 35.27 9.19 480.23 42.80

Ukrainian 235 1.85 38.45 7.62 494.75 34.12

Chinese 199 1.56 38.81 8.99 498.12 42.25

Korean 116 0.91 40.02 7.90 503.03 40.54

Tagalog 131 1.03 38.53 7.76 496.21 34.33

Other 2068 16.26 36.12 8.91 485.15 41.05

Not Provided 34 0.27 31.97 12.71 464.47 60.32

Race/Ethnicity

Native American 185 1.45 34.25 7.97 477.47 36.46

Asian 1431 11.25 38.62 8.32 496.63 38.29

Black 554 4.36 35.78 9.05 482.45 41.65

Hispanic 8520 66.98 36.22 7.55 485.66 34.00

White 1461 11.49 37.07 8.55 489.52 39.30


Multi 267 2.10 36.45 7.80 488.46 35.38

Not Provided 45 0.35 29.98 12.96 455.13 63.45


Non-Special Ed. 11157 87.71 37.51 7.24 491.26 32.39





Mean SD Mean SD

4

All Students 10717 100.00 28.01 7.90 508.03 40.50

Gender

Female 4888 45.61 28.58 7.65 510.75 38.70

Male 5824 54.34 27.54 8.07 505.76 41.80


Primary Language

Spanish 7318 68.28 27.74 7.60 507.01 38.80

Russian 455 4.25 29.64 7.45 516.79 38.25

Vietnamese 322 3.00 31.92 8.10 525.98 40.14

Somali 218 2.03 25.99 8.09 497.36 42.41

Ukrainian 216 2.02 30.30 6.95 519.94 33.15

Chinese 135 1.26 29.79 9.20 515.38 48.40

Korean 102 0.95 31.35 9.41 523.47 50.33

Tagalog 131 1.22 30.14 8.11 517.03 40.29

Other 1784 16.65 27.62 8.57 505.19 44.79

Not Provided 36 0.34 21.09 8.84 471.03 51.14

Race/Ethnicity

Native American 184 1.72 25.77 7.67 497.67 39.08

Asian 1157 10.80 30.27 8.79 517.53 45.53

Black 465 4.34 26.67 8.19 500.30 43.06

Hispanic 7337 68.46 27.73 7.61 506.93 38.86

White 1095 10.22 29.13 8.04 513.58 41.63


Multi 193 1.80 28.46 7.75 511.36 38.74

Not Provided 48 0.45 22.29 10.16 476.58 58.31


Non-Special Ed. 9053 84.47 29.20 7.48 513.92 37.59





Mean SD Mean SD

5

All Students 9281 100.00 31.18 8.06 522.65 40.98

Gender

Female 4280 46.12 31.71 7.82 525.11 39.78

Male 4998 53.85 30.73 8.24 520.53 41.88


Primary Language

Spanish 6325 68.15 31.18 7.69 522.81 38.55

Russian 368 3.97 32.69 7.37 530.56 36.67

Vietnamese 288 3.10 32.78 9.38 529.02 49.38

Somali 207 2.23 29.33 8.70 513.06 45.96

Ukrainian 175 1.89 32.82 7.66 530.59 38.71

Chinese 137 1.48 32.21 9.60 527.23 52.45

Korean 77 0.83 34.27 8.44 537.99 45.62

Tagalog 129 1.39 33.35 7.51 530.68 38.10

Other 1557 16.78 30.28 8.91 517.93 46.32

Not Provided 18 0.19 24.44 13.32 486.33 70.59

Race/Ethnicity

Native American 177 1.91 28.65 8.61 511.08 41.77

Asian 1080 11.64 32.54 8.80 528.41 46.38

Black 425 4.58 30.44 8.44 519.42 43.46

Hispanic 6362 68.55 31.16 7.71 522.78 38.66

White 862 9.29 31.83 8.52 525.32 44.44


Multi 121 1.30 29.26 9.87 511.80 54.28

Not Provided 37 0.40 26.46 8.92 498.35 44.52


Non-Special Ed. 7636 82.28 32.48 7.49 528.70 37.92





Mean SD Mean SD

6

All Students 6506 100.00 29.72 7.88 525.91 46.73

Gender

Female 2876 44.21 30.09 7.66 527.76 45.21

Male 3626 55.73 29.43 8.03 524.46 47.80


Primary Language

Spanish 4392 67.51 29.65 7.43 526.23 44.33

Russian 230 3.54 31.61 7.40 535.81 42.42

Vietnamese 172 2.64 32.17 8.66 536.88 49.42

Somali 155 2.38 28.81 8.65 519.30 52.16

Ukrainian 92 1.41 30.41 8.16 529.75 48.52

Chinese 111 1.71 32.93 9.90 541.09 58.78

Korean 60 0.92 32.16 10.55 533.28 64.13

Tagalog 101 1.55 31.68 7.13 533.49 39.07

Other 1171 18.00 28.81 8.65 519.70 51.41

Not Provided 22 0.34 25.50 12.06 502.00 70.54

Race/Ethnicity

Native American 150 2.31 27.89 7.66 517.65 47.55

Asian 714 10.97 31.19 9.08 531.17 52.67

Black 334 5.13 29.21 8.85 521.49 53.58

Hispanic 4436 68.18 29.63 7.45 526.06 44.49

White 557 8.56 30.25 8.54 528.02 49.92


Multi 104 1.60 29.60 8.24 525.07 47.24

Not Provided 23 0.35 23.96 12.56 489.04 73.20


Non-Special Ed. 5046 77.56 30.93 7.57 532.42 44.41





Mean SD Mean SD

7

All Students 5718 100.00 31.68 8.21 535.37 47.56

Gender

Female 2560 44.77 32.06 7.68 537.26 43.97

Male 3158 55.23 31.37 8.61 533.83 50.23


Primary Language

Spanish 3855 67.42 31.71 7.87 536.19 45.31

Russian 166 2.90 33.98 7.42 547.25 42.55

Vietnamese 145 2.54 34.52 8.23 548.43 46.44

Somali 151 2.64 30.36 9.42 525.17 57.56

Ukrainian 75 1.31 32.85 8.68 541.08 50.82

Chinese 103 1.80 31.32 11.06 530.90 62.64

Korean 58 1.01 34.16 9.72 545.33 53.10

Tagalog 102 1.78 34.67 7.88 549.01 43.73

Other 1034 18.08 30.65 8.67 528.94 51.31

Not Provided 29 0.51 26.69 9.01 507.90 55.61

Race/Ethnicity

Native American 147 2.57 30.31 7.31 530.55 43.83

Asian 702 12.28 32.54 9.22 537.70 52.28

Black 294 5.14 30.71 9.30 528.04 55.67

Hispanic 3877 67.80 31.67 7.90 535.99 45.55

White 453 7.92 32.29 8.55 537.53 50.61


Multi 80 1.40 31.64 8.20 533.80 49.37

Not Provided 30 0.52 25.50 9.46 500.23 60.12


Non-Special Ed. 4485 78.44 32.71 8.01 540.42 46.41





Mean SD Mean SD

8

All Students 5098 100.00 33.66 8.51 545.56 48.41

Gender

Female 2261 44.35 33.95 8.30 546.60 47.20

Male 2835 55.61 33.42 8.67 544.74 49.36


Primary Language

Spanish 3377 66.24 33.79 7.96 546.82 45.10

Russian 132 2.59 36.00 8.00 560.18 45.30

Vietnamese 140 2.75 34.26 9.77 545.38 56.00

Somali 127 2.49 31.30 9.48 532.17 55.21

Ukrainian 73 1.43 33.99 9.61 548.60 57.90

Chinese 116 2.28 35.68 9.90 554.62 56.73

Korean 69 1.35 36.61 9.54 557.65 54.99

Tagalog 94 1.84 36.80 7.14 560.45 38.43

Other 952 18.67 32.32 9.49 537.46 54.29

Not Provided 18 0.35 31.78 11.33 532.17 63.78

Race/Ethnicity

Native American 122 2.39 32.08 8.52 538.41 46.81

Asian 673 13.20 34.82 9.39 549.46 53.60

Black 273 5.36 31.93 9.80 535.49 56.33

Hispanic 3400 66.69 33.85 7.95 547.06 45.06

White 374 7.34 33.04 9.88 543.07 58.25


Multi 67 1.31 34.60 8.64 551.81 47.52

Not Provided 33 0.65 26.88 9.72 506.64 56.06


Non-Special Ed. 3984 78.15 34.56 8.42 549.85 48.31





Mean SD Mean SD

9

All Students 4501 100.00 29.71 7.94 527.59 46.48

Gender

Female 1891 42.01 30.24 7.71 530.61 44.36

Male 2609 57.96 29.32 8.09 525.39 47.87


Primary Language

Spanish 2788 61.94 29.91 7.64 528.96 44.48

Russian 126 2.80 30.68 7.45 534.39 42.77

Vietnamese 156 3.47 29.90 8.63 527.27 48.49

Somali 154 3.42 27.45 8.94 515.25 54.68

Ukrainian 54 1.20 31.04 6.20 538.52 35.76

Chinese 100 2.22 31.70 8.49 537.30 47.83

Korean 44 0.98 32.73 7.93 542.73 45.71

Tagalog 96 2.13 30.90 5.55 536.61 29.03

Other 949 21.08 28.95 8.51 522.57 50.85

Not Provided 34 0.76 24.21 10.05 496.35 59.70

Race/Ethnicity

Native American 86 1.91 29.38 8.09 525.79 48.38

Asian 672 14.93 30.16 8.39 528.78 48.36

Black 321 7.13 28.24 8.98 518.29 54.09

Hispanic 2819 62.63 29.88 7.67 528.83 44.55

White 361 8.02 29.29 8.07 525.63 49.19


Multi 62 1.38 30.13 8.36 531.26 47.56

Not Provided 39 0.87 24.74 9.31 498.59 59.85


Non-Special Ed. 3585 79.65 30.17 8.08 529.54 47.22





Mean SD Mean SD

10

All Students 3667 100.00 30.85 8.00 533.81 45.56

Gender

Female 1625 44.31 31.37 7.71 536.63 43.62

Male 2038 55.58 30.43 8.19 531.50 46.94


Primary Language

Spanish 2179 59.42 31.18 7.90 535.58 45.13

Russian 86 2.35 32.74 6.90 545.84 35.76

Vietnamese 122 3.33 30.09 8.29 527.68 46.99

Somali 154 4.20 28.40 8.46 521.04 49.00

Ukrainian 48 1.31 30.67 8.67 531.21 53.18

Chinese 78 2.13 31.19 8.72 533.96 50.12

Korean 62 1.69 33.52 6.64 549.10 36.89

Tagalog 74 2.02 33.68 7.04 548.61 36.48

Other 832 22.69 29.98 8.01 529.36 45.79

Not Provided 32 0.87 28.19 9.26 520.84 50.41

Race/Ethnicity

Native American 63 1.72 31.51 7.77 539.62 41.14

Asian 584 15.93 30.46 8.12 531.17 46.31

Black 329 8.97 29.89 8.14 529.03 45.90

Hispanic 2195 59.86 31.18 7.90 535.53 44.98

White 297 8.10 31.49 8.30 537.23 48.12


Multi 51 1.39 29.88 7.82 528.16 45.21

Not Provided 39 1.06 28.77 8.14 523.56 46.58


Non-Special Ed. 2926 79.79 31.40 7.94 536.22 45.29





Mean SD Mean SD

11

All Students 2720 100.00 32.21 7.80 540.46 42.96

Gender

Female 1257 46.21 32.96 7.54 544.06 40.80

Male 1463 53.79 31.56 7.95 537.37 44.51


Primary Language

Spanish 1489 54.74 32.57 7.67 542.48 41.76

Russian 64 2.35 33.02 7.50 547.22 38.97

Vietnamese 133 4.89 30.91 7.72 531.79 43.03

Somali 98 3.60 30.01 7.99 528.50 47.42

Ukrainian 30 1.10 29.93 7.93 529.90 48.56

Chinese 84 3.09 33.76 8.16 548.19 43.17

Korean 45 1.65 35.22 6.52 554.18 34.41

Tagalog 72 2.65 34.75 5.40 555.19 23.83

Other 685 25.18 31.36 8.03 535.94 45.55

Not Provided 20 0.74 31.75 10.11 539.55 51.06

Race/Ethnicity

Native American 35 1.29 33.20 7.81 547.71 43.27

Asian 554 20.37 32.56 7.98 540.77 44.42

Black 238 8.75 30.92 7.83 534.57 43.97

Hispanic 1497 55.04 32.52 7.69 542.14 42.07

White 232 8.53 32.23 7.78 542.34 42.08


Multi 45 1.65 30.64 8.16 531.36 47.17

Not Provided 27 0.99 29.93 9.06 530.07 44.39


Non-Special Ed. 2203 80.99 32.76 7.73 542.96 42.42





Mean SD Mean SD

12

All Students 2470 100.00 32.76 7.81 543.58 41.59

Gender

Female 1169 47.33 33.12 7.15 545.54 38.35

Male 1300 52.63 32.43 8.35 541.80 44.26


Primary Language

Spanish 1297 52.51 33.31 7.31 546.54 38.61

Russian 49 1.98 34.35 7.18 552.47 36.52

Vietnamese 134 5.43 32.01 8.67 537.96 45.69

Somali 96 3.89 29.04 9.26 526.48 50.00

Ukrainian 21 0.85 30.71 9.21 535.43 48.40

Chinese 93 3.77 31.94 8.49 538.72 44.68

Korean 43 1.74 35.93 7.09 559.07 35.48

Tagalog 47 1.90 32.45 8.91 543.81 44.68

Other 665 26.92 32.31 7.98 541.09 43.72

Not Provided 25 1.01 31.08 8.17 532.20 44.09

Race/Ethnicity

Native American 32 1.30 31.81 8.00 540.88 41.75

Asian 539 21.82 32.32 8.40 540.49 44.13

Black 263 10.65 31.47 8.37 538.41 45.24

Hispanic 1313 53.16 33.25 7.36 546.12 38.97

White 182 7.37 33.98 7.93 549.54 43.41


Multi 36 1.46 29.17 8.47 525.67 51.30

Not Provided 27 1.09 30.78 8.67 532.00 46.81


Non-Special Ed. 2023 81.90 33.73 7.12 548.20 37.74


Table 120. Subgroup Statistics, Oral, Kindergarten



Mean SD Mean SD

K

All Students 16783 100.00 28.47 8.49 456.41 36.69

Gender

Female 8196 48.84 29.04 8.51 458.83 37.43

Male 8582 51.14 27.93 8.43 454.10 35.82


Primary Language

Spanish 10444 62.23 27.67 8.35 452.77 35.53

Russian 800 4.77 26.96 9.20 451.52 38.05

Vietnamese 630 3.75 29.55 8.47 461.19 36.99

Somali 387 2.31 28.92 7.45 457.42 31.46

Ukrainian 351 2.09 27.13 8.91 450.75 36.94

Chinese 489 2.91 31.70 8.91 471.40 42.03

Korean 237 1.41 31.83 7.44 471.43 32.35

Tagalog 112 0.67 29.65 7.51 462.06 32.63

Other 3285 19.57 30.57 8.22 465.53 37.02

Not Provided 48 0.29 24.17 12.00 434.98 57.29

Race/Ethnicity

Native American 171 1.02 29.51 6.86 461.26 29.63

Asian 2636 15.71 31.01 8.35 467.84 37.86

Black 822 4.90 29.62 7.71 460.36 34.30

Hispanic 10433 62.16 27.71 8.35 452.92 35.60

White 2089 12.45 28.41 8.99 456.95 37.85


Multi 278 1.66 32.04 7.92 473.09 36.33

Not Provided 81 0.48 23.72 10.59 433.40 50.67


Non-Special Ed. 15564 92.74 28.92 8.33 458.21 35.99


Table 121. Subgroup Statistics, Oral, Grade 1



Mean SD Mean SD

1

All Students 16740 100.00 44.04 8.75 484.72 32.09

Gender

Female 8175 48.84 44.53 8.65 486.73 32.11

Male 8556 51.11 43.57 8.81 482.83 31.95


Primary Language

Spanish 10911 65.18 43.57 8.63 482.75 30.73

Russian 825 4.93 44.24 9.16 485.55 34.05

Vietnamese 660 3.94 45.57 8.35 491.45 33.16

Somali 319 1.91 43.77 8.27 481.23 31.23

Ukrainian 296 1.77 45.46 7.35 488.70 28.49

Chinese 437 2.61 46.35 8.95 496.55 35.51

Korean 193 1.15 45.53 8.79 492.80 32.43

Tagalog 144 0.86 45.41 7.33 489.32 28.23

Other 2907 17.37 44.84 9.02 488.24 34.46

Not Provided 48 0.29 37.25 15.48 459.58 58.84

Race/Ethnicity

Native American 179 1.07 43.42 7.66 481.63 27.92

Asian 2392 14.29 45.83 8.37 492.89 32.61

Black 727 4.34 44.83 8.22 485.61 32.19

Hispanic 10903 65.13 43.59 8.63 482.85 30.74

White 1895 11.32 44.42 9.29 486.05 34.96


Multi 287 1.71 46.08 8.73 494.33 35.26

Not Provided 84 0.50 35.68 14.27 455.37 51.59


Non-Special Ed. 15464 92.38 44.61 8.26 486.66 30.90





Mean SD Mean SD

2

All Students 14902 100.00 42.91 8.36 496.76 33.69

Gender

Female 6897 46.28 43.17 8.39 498.30 34.03

Male 8002 53.70 42.68 8.32 495.45 33.32


Primary Language

Spanish 9959 66.83 42.53 8.09 494.61 31.97

Russian 668 4.48 44.49 7.86 504.56 34.14

Vietnamese 543 3.64 44.94 7.71 506.45 34.45

Somali 324 2.17 42.63 8.32 494.03 32.80

Ukrainian 312 2.09 44.75 7.75 504.44 33.69

Chinese 292 1.96 44.76 9.81 508.54 38.79

Korean 162 1.09 45.25 9.01 511.17 35.42

Tagalog 136 0.91 42.70 9.83 495.01 40.57

Other 2464 16.53 43.08 9.07 498.64 36.96

Not Provided 42 0.28 37.38 15.14 478.12 57.18

Race/Ethnicity

Native American 182 1.22 43.46 7.36 498.36 33.40

Asian 1828 12.27 44.35 8.74 504.66 36.75

Black 624 4.19 43.09 8.51 497.08 34.64

Hispanic 9901 66.44 42.49 8.15 494.53 32.13

White 1729 11.60 43.89 8.60 501.88 35.42


Multi 277 1.86 45.15 7.72 505.94 34.29

Not Provided 60 0.40 32.62 15.45 461.15 55.09


Non-Special Ed. 13442 90.20 43.49 7.95 499.05 32.60





Mean SD Mean SD

3

All Students 12686 100.00 45.37 7.76 509.03 33.62

Gender

Female 5882 46.37 45.55 7.82 510.15 33.78

Male 6801 53.61 45.22 7.71 508.08 33.44


Primary Language

Spanish 8658 68.25 45.36 7.24 508.22 31.81

Russian 552 4.35 46.56 7.32 515.95 32.52

Vietnamese 403 3.18 46.91 7.96 519.59 35.38

Somali 298 2.35 43.89 8.67 501.82 36.42

Ukrainian 235 1.85 46.76 7.60 515.96 33.39

Chinese 197 1.55 45.59 9.52 516.02 39.42

Korean 116 0.91 45.88 8.68 514.73 35.01

Tagalog 131 1.03 45.78 8.72 512.64 38.87

Other 2062 16.25 44.87 9.07 507.87 37.61

Not Provided 34 0.27 39.12 16.27 490.38 66.07

Race/Ethnicity

Native American 182 1.43 45.96 6.34 509.65 31.58

Asian 1428 11.26 45.93 8.52 514.05 36.08

Black 550 4.34 44.28 9.28 504.63 38.95

Hispanic 8495 66.96 45.33 7.30 508.15 31.95

White 1462 11.52 45.64 8.60 511.46 36.27


Multi 267 2.10 46.88 7.05 517.98 33.45

Not Provided 45 0.35 37.96 15.83 483.64 63.83


Non-Special Ed. 11134 87.77 45.92 7.34 511.51 32.46




Mean SD Mean SD

4

All Students 10699 100.00 38.09 9.10 520.41 40.44


Primary Language


Race/Ethnicity







Mean SD Mean SD

5

All Students 9266 100.00 40.48 8.79 532.03 41.22

Gender

Female 4276 46.15 40.64 8.88 533.07 41.54

Male 4987 53.82 40.34 8.71 531.13 40.93


Primary Language

Spanish 6316 68.16 40.66 8.31 532.38 39.37

Russian 369 3.98 42.27 7.42 541.09 35.82

Vietnamese 288 3.11 40.43 10.14 533.08 47.09

Somali 208 2.24 39.34 9.49 526.96 44.43

Ukrainian 175 1.89 42.01 9.24 540.54 42.20

Chinese 137 1.48 38.90 11.43 527.18 50.62

Korean 77 0.83 42.22 9.25 543.12 44.49

Tagalog 129 1.39 41.01 8.81 535.01 41.28

Other 1549 16.72 39.38 9.92 527.96 45.53

Not Provided 18 0.19 33.61 16.04 502.39 76.49

Race/Ethnicity

Native American 175 1.89 39.20 8.83 527.07 41.52

Asian 1078 11.63 40.27 9.89 532.55 45.55

Black 426 4.60 40.46 9.00 531.95 42.71

Hispanic 6352 68.55 40.68 8.34 532.50 39.61

White 863 9.31 40.83 9.69 535.03 44.37


Multi 120 1.30 38.81 10.54 525.13 48.60

Not Provided 36 0.39 33.28 12.36 504.81 48.19


Non-Special Ed. 7620 82.24 41.46 8.34 536.65 39.88





Mean SD Mean SD

6

All Students 6475 100.00 42.23 9.46 538.86 47.97

Gender

Female 2859 44.15 42.26 9.49 538.30 48.02

Male 3612 55.78 42.22 9.41 539.36 47.84


Primary Language

Spanish 4374 67.55 42.70 8.87 540.55 45.81

Russian 228 3.52 44.17 8.32 548.08 45.82

Vietnamese 170 2.63 42.79 10.11 542.84 52.21

Somali 155 2.39 39.79 10.78 528.81 50.40

Ukrainian 92 1.42 43.59 9.67 544.29 48.09

Chinese 111 1.71 42.41 11.06 543.70 57.38

Korean 59 0.91 41.02 11.85 537.43 62.53

Tagalog 101 1.56 42.75 7.72 539.87 40.98

Other 1164 17.98 40.37 10.65 531.15 51.76

Not Provided 21 0.32 33.90 19.02 505.24 89.87

Race/Ethnicity

Native American 150 2.32 40.97 9.10 534.39 43.48

Asian 710 10.97 41.45 10.59 536.76 53.57

Black 334 5.16 40.51 10.43 532.48 50.82

Hispanic 4417 68.22 42.65 8.95 540.38 46.04

White 555 8.57 42.52 10.20 540.96 51.61


Multi 102 1.58 41.73 9.70 536.97 49.58

Not Provided 22 0.34 30.82 17.46 484.50 79.57


Non-Special Ed. 5021 77.54 43.06 9.23 543.32 47.58





Mean SD Mean SD

7

All Students 5694 100.00 43.15 9.87 545.34 50.72

Gender

Female 2551 44.80 43.42 9.56 546.14 48.98

Male 3143 55.20 42.94 10.11 544.68 52.09


Primary Language

Spanish 3834 67.33 43.76 9.32 547.85 48.72

Russian 166 2.92 45.44 7.89 555.66 45.58

Vietnamese 146 2.56 42.89 10.94 547.70 55.43

Somali 150 2.63 40.02 11.91 532.48 57.42

Ukrainian 75 1.32 44.41 9.74 552.23 50.73

Chinese 103 1.81 38.52 12.37 525.30 58.98

Korean 58 1.02 42.10 12.51 543.86 62.95

Tagalog 102 1.79 45.26 7.82 555.47 45.73

Other 1031 18.11 41.39 10.68 537.33 52.95

Not Provided 29 0.51 36.62 15.42 513.38 79.90

Race/Ethnicity

Native American 147 2.58 42.29 8.35 541.58 41.88

Asian 702 12.33 41.56 11.33 539.51 56.72

Black 291 5.11 40.14 11.98 533.23 57.50

Hispanic 3858 67.76 43.72 9.38 547.67 48.97

White 452 7.94 43.97 9.33 548.84 49.91


Multi 79 1.39 43.73 8.81 547.51 46.61

Not Provided 30 0.53 34.70 15.86 503.63 80.09


Non-Special Ed. 4465 78.42 43.64 9.96 548.51 51.35





Mean SD Mean SD

8

All Students 5083 100.00 44.27 9.83 552.79 52.20

Gender

Female 2257 44.40 44.38 9.76 553.32 51.68

Male 2824 55.56 44.18 9.89 552.38 52.61


Primary Language

Spanish 3370 66.30 45.05 9.22 556.17 50.08

Russian 131 2.58 45.63 8.84 561.73 48.09

Vietnamese 139 2.73 42.41 10.84 541.96 58.67

Somali 126 2.48 41.33 11.03 538.88 55.29

Ukrainian 72 1.42 43.43 12.17 552.40 63.66

Chinese 117 2.30 42.26 10.44 545.28 54.76

Korean 68 1.34 43.35 11.07 550.60 58.39

Tagalog 94 1.85 45.36 7.68 559.96 42.67

Other 950 18.69 42.31 10.96 543.74 55.46

Not Provided 16 0.31 39.44 16.28 531.44 81.77

Race/Ethnicity

Native American 121 2.38 42.76 9.30 546.21 49.03 Asian 672 13.22 43.19 10.23 548.14 54.87

Black 271 5.33 41.72 11.07 540.42 55.77

Hispanic 3394 66.77 45.08 9.16 556.37 49.72

White 371 7.30 42.75 11.95 548.01 61.16


Multi 66 1.30 44.39 11.08 555.06 54.11

Not Provided 31 0.61 34.68 14.70 507.61 73.25


Non-Special Ed. 3967 78.04 44.41 10.17 554.74 53.58





Mean SD Mean SD

9

All Students 4470 100.00 34.49 10.06 533.21 56.73

Gender

Female 1877 41.99 34.34 10.08 532.37 55.97

Male 2592 57.99 34.60 10.06 533.84 57.28


Primary Language

Spanish 2768 61.92 34.95 9.75 535.16 55.69

Russian 125 2.80 37.93 8.27 553.36 48.79

Vietnamese 155 3.47 32.79 11.13 526.40 61.51

Somali 154 3.45 31.91 11.24 523.04 60.55

Ukrainian 54 1.21 37.13 9.13 550.48 53.97

Chinese 100 2.24 33.81 9.31 526.01 51.26

Korean 44 0.98 35.61 10.00 539.20 54.93

Tagalog 96 2.15 36.26 6.60 543.69 41.16

Other 940 21.03 33.31 10.69 527.28 58.75

Not Provided 34 0.76 28.06 14.46 497.97 81.41

Race/Ethnicity

Native American 85 1.90 35.73 8.01 539.02 49.32

Asian 668 14.94 33.33 10.51 527.02 58.14

Black 318 7.11 32.26 10.86 523.46 58.24

Hispanic 2799 62.62 34.91 9.81 535.07 55.93

White 360 8.05 35.06 10.51 536.87 58.76


Multi 63 1.41 36.45 8.85 546.39 52.38

Not Provided 39 0.87 28.08 13.04 496.15 70.07


Non-Special Ed. 3563 79.71 34.23 10.62 532.70 59.41





Mean SD Mean SD

10

All Students 3648 100.00 35.37 9.52 538.23 54.05

Gender

Female 1618 44.35 35.28 9.49 537.92 53.04

Male 2026 55.54 35.43 9.55 538.42 54.87


Primary Language

Spanish 2163 59.29 35.86 9.45 540.85 54.05

Russian 87 2.38 38.60 7.33 555.20 44.20

Vietnamese 122 3.34 32.64 10.35 521.89 57.43

Somali 154 4.22 32.24 11.13 525.36 61.00

Ukrainian 48 1.32 35.88 9.95 539.06 58.54

Chinese 78 2.14 32.95 9.57 525.01 50.37

Korean 62 1.70 37.06 6.27 544.65 35.96

Tagalog 74 2.03 38.77 6.65 555.31 42.95

Other 830 22.75 34.58 9.43 533.94 53.43

Not Provided 30 0.82 33.20 11.37 529.47 62.50

Race/Ethnicity

Native American 64 1.75 38.41 8.04 556.63 53.66

Asian 584 16.01 33.96 9.50 529.47 52.68

Black 329 9.02 33.79 10.23 532.26 56.16

Hispanic 2178 59.70 35.84 9.47 540.71 54.07

White 297 8.14 36.54 9.07 543.71 52.66


Multi 51 1.40 35.12 9.35 535.08 55.23

Not Provided 38 1.04 32.34 10.23 525.66 55.72


Non-Special Ed. 2915 79.91 35.30 9.74 538.28 54.94





Mean SD Mean SD

11

All Students 2703 100.00 36.35 8.56 543.06 49.91

Gender

Female 1249 46.21 36.62 8.24 543.99 47.90

Male 1454 53.79 36.13 8.82 542.27 51.58


Primary Language

Spanish 1476 54.61 36.79 8.54 545.64 49.77

Russian 63 2.33 38.78 7.48 560.22 45.63

Vietnamese 133 4.92 33.38 9.38 526.89 52.60

Somali 98 3.63 34.93 8.17 537.46 47.90

Ukrainian 30 1.11 34.30 10.48 535.07 62.02

Chinese 84 3.11 36.21 8.43 539.35 48.38

Korean 45 1.66 37.64 5.73 545.69 37.91

Tagalog 71 2.63 39.08 5.14 559.46 32.74

Other 683 25.27 35.75 8.69 538.98 50.64

Not Provided 20 0.74 35.45 10.04 536.80 59.61

Race/Ethnicity

Native American 36 1.33 40.17 6.12 563.61 40.00

Asian 553 20.46 35.61 8.63 537.60 49.71

Black 237 8.77 35.23 8.47 538.70 47.55

Hispanic 1484 54.90 36.77 8.60 545.44 50.32

White 230 8.51 37.07 8.11 548.71 48.33


Multi 45 1.66 36.62 7.31 543.53 47.12

Not Provided 27 1.00 32.07 10.05 520.22 51.32


Non-Special Ed. 2195 81.21 36.38 8.63 543.40 49.95





Mean SD Mean SD

12

All Students 2448 100.00 36.90 8.08 546.14 47.62

Gender

Female 1159 47.34 37.01 7.49 546.16 44.05

Male 1288 52.61 36.80 8.57 546.15 50.65


Primary Language

Spanish 1282 52.37 37.81 7.41 551.04 44.64

Russian 49 2.00 40.90 4.83 573.20 39.44

Vietnamese 134 5.47 34.21 8.93 529.90 49.60

Somali 96 3.92 33.42 10.93 529.68 61.27

Ukrainian 20 0.82 34.70 11.23 537.20 63.35

Chinese 93 3.80 34.16 8.79 530.27 46.68

Korean 42 1.72 38.64 5.25 551.17 32.06

Tagalog 47 1.92 35.96 9.43 543.17 56.53

Other 661 27.00 36.40 8.19 543.37 48.37

Not Provided 24 0.98 34.04 9.03 528.00 51.31

Race/Ethnicity

Native American 31 1.27 39.39 5.88 560.32 39.18

Asian 537 21.94 35.28 8.71 536.36 49.04

Black 262 10.70 35.52 8.82 539.51 50.88

Hispanic 1298 53.02 37.67 7.56 550.29 45.21

White 180 7.35 38.82 7.73 559.17 49.65


Multi 36 1.47 36.33 8.26 539.56 49.65

Not Provided 26 1.06 33.77 8.31 526.88 48.89


Non-Special Ed. 2008 82.03 37.28 7.54 548.59 45.01


Table 133. Subgroup Statistics, Productive, Kindergarten



Mean SD Mean SD

K

All Students 16773 100.00 25.87 8.38 397.00 55.40

Gender

Female 8196 48.86 26.62 8.39 402.29 56.31

Male 8572 51.11 25.16 8.31 391.94 54.05


Primary Language

Spanish 10443 62.26 24.64 8.07 387.33 51.30

Russian 802 4.78 25.41 8.83 401.12 54.86

Vietnamese 630 3.76 26.88 7.99 404.05 53.12

Somali 386 2.30 26.90 7.10 401.26 47.41

Ukrainian 352 2.10 25.53 8.40 398.53 51.40

Chinese 485 2.89 30.23 8.84 434.77 63.99

Korean 236 1.41 30.54 7.39 433.36 49.75

Tagalog 112 0.67 27.84 7.11 415.39 45.57

Other 3279 19.55 28.63 8.37 416.27 59.66

Not Provided 48 0.29 21.85 11.74 372.81 71.45

Race/Ethnicity

Native American 169 1.01 25.72 6.51 390.17 43.83

Asian 2630 15.68 29.32 8.44 424.60 60.38

Black 821 4.89 27.75 7.54 408.09 51.83

Hispanic 10434 62.21 24.70 8.08 387.72 51.40

White 2089 12.45 26.49 8.70 404.34 55.93


Multi 277 1.65 29.71 8.00 422.88 56.35

Not Provided 80 0.48 21.04 10.12 367.09 62.04


Non-Special Ed. 15559 92.76 26.34 8.22 399.79 54.95


Table 134. Subgroup Statistics, Productive, Grade 1



Mean SD Mean SD

1

All Students 16739 100.00 50.27 11.85 461.46 49.74

Gender

Female 8173 48.83 51.62 11.62 467.58 49.40

Male 8557 51.12 48.98 11.92 455.61 49.33


Primary Language

Spanish 10912 65.19 49.28 11.73 456.70 47.99

Russian 825 4.93 51.78 11.95 469.36 50.00

Vietnamese 658 3.93 52.37 11.51 471.30 49.33

Somali 320 1.91 50.61 11.37 461.44 46.51

Ukrainian 296 1.77 53.39 9.89 474.48 45.34

Chinese 437 2.61 54.54 12.10 483.35 57.53

Korean 193 1.15 54.11 11.36 482.22 49.76

Tagalog 143 0.85 53.06 9.58 474.16 41.48

Other 2905 17.35 51.82 11.95 468.83 52.19

Not Provided 50 0.30 41.90 19.05 425.60 79.13

Race/Ethnicity==

Native American 179 1.07 47.63 10.35 447.98 42.10

Asian 2388 14.27 53.56 11.35 477.78 51.64

Black 729 4.36 51.86 10.93 466.63 46.49

Hispanic 10908 65.17 49.31 11.75 456.90 47.94

White 1890 11.29 51.69 12.07 468.10 51.76


Multi 287 1.71 52.50 11.67 471.07 50.99

Not Provided 85 0.51 39.49 17.62 417.88 74.22


Non-Special Ed. 15464 92.38 51.17 11.16 465.19 47.20





Mean SD Mean SD

2

All Students 14907 100.00 47.76 10.53 489.28 41.16

Gender

Female 6898 46.27 48.55 10.39 492.88 40.05

Male 8006 53.71 47.08 10.60 486.22 41.80


Primary Language

Spanish 9956 66.79 47.14 10.17 486.70 39.48

Russian 667 4.47 49.81 9.86 497.70 39.72

Vietnamese 543 3.64 50.68 9.67 500.62 37.84

Somali 325 2.18 47.51 10.83 486.69 42.70

Ukrainian 312 2.09 50.09 10.01 498.05 40.07

Chinese 292 1.96 51.20 12.45 503.17 48.51

Korean 162 1.09 51.06 11.36 503.67 41.97

Tagalog 138 0.93 48.60 12.13 491.33 46.42

Other 2470 16.57 48.21 11.39 491.84 45.04

Not Provided 42 0.28 41.40 17.78 466.90 70.97

Race/Ethnicity

Native American 187 1.25 45.97 8.78 482.46 38.44

Asian 1829 12.27 50.46 11.02 500.15 42.96

Black 627 4.21 48.19 10.83 490.57 42.77

Hispanic 9898 66.40 47.07 10.22 486.52 39.65

White 1728 11.59 49.20 11.00 495.20 43.29


Multi 277 1.86 49.21 9.78 494.32 42.89

Not Provided 60 0.40 35.88 17.70 446.93 67.49


Non-Special Ed. 13446 90.20 48.66 9.92 492.94 38.38





Mean SD Mean SD

3

All Students 12696 100.00 52.17 10.11 506.68 40.73

Gender

Female 5890 46.39 52.94 10.10 509.97 40.79

Male 6803 53.58 51.50 10.07 503.86 40.44


Primary Language

Spanish 8669 68.28 52.06 9.52 505.73 38.13

Russian 552 4.35 53.81 9.82 514.57 40.58

Vietnamese 403 3.17 54.35 9.90 517.49 40.91

Somali 299 2.36 49.97 11.28 497.12 45.08

Ukrainian 235 1.85 54.29 10.30 514.76 43.42

Chinese 197 1.55 53.04 11.88 513.74 47.85

Korean 116 0.91 54.34 11.60 517.05 47.37

Tagalog 131 1.03 53.61 10.49 513.34 44.43

Other 2060 16.23 51.68 11.64 505.79 46.69

Not Provided 34 0.27 42.76 18.72 475.00 75.39

Race/Ethnicity

Native American 181 1.43 51.04 9.33 501.64 40.59

Asian 1429 11.26 53.52 10.76 513.67 43.59

Black 551 4.34 50.81 12.06 501.29 49.08

Hispanic 8506 67.00 52.03 9.58 505.61 38.36

White 1461 11.51 52.73 11.22 509.85 45.40


Multi 267 2.10 52.70 9.24 511.30 37.84

Not Provided 44 0.35 42.84 18.25 474.70 72.38


Non-Special Ed. 11143 87.77 53.18 9.45 510.65 38.26





Mean SD Mean SD

4

All Students 10704 100.00 44.03 11.37 520.98 42.86

Gender

Female 4886 45.65 45.03 11.03 524.70 42.09

Male 5813 54.31 43.20 11.59 517.88 43.23


Primary Language

Spanish 7313 68.32 43.80 10.93 519.88 40.66

Russian 452 4.22 46.73 9.93 530.20 40.09

Vietnamese 322 3.01 47.47 11.56 534.31 47.35

Somali 216 2.02 41.86 12.83 512.48 47.63

Ukrainian 216 2.02 47.23 9.93 533.40 38.84

Chinese 134 1.25 45.27 13.91 528.08 51.71

Korean 102 0.95 45.83 13.55 530.59 53.47

Tagalog 131 1.22 47.25 10.43 531.32 44.35

Other 1782 16.65 43.33 12.58 519.20 47.47

Not Provided 36 0.34 34.56 16.97 484.56 68.71

Race/Ethnicity

Native American 185 1.73 41.71 11.58 514.24 41.82

Asian 1157 10.81 46.12 12.42 529.65 49.27

Black 462 4.32 42.42 12.43 514.91 46.14

Hispanic 7330 68.48 43.75 10.97 519.73 40.87

White 1093 10.21 45.41 11.59 526.26 44.43


Multi 192 1.79 45.44 10.70 526.03 40.42

Not Provided 48 0.45 35.79 17.47 486.15 70.90


Non-Special Ed. 9037 84.43 45.70 10.49 526.81 40.36





Mean SD Mean SD

5

All Students 9272 100.00 47.51 11.06 534.79 44.73

Gender

Female 4279 46.15 48.20 11.05 537.78 44.91

Male 4990 53.82 46.92 11.03 532.22 44.43


Primary Language

Spanish 6322 68.18 47.66 10.42 534.66 42.33

Russian 367 3.96 49.94 9.70 545.45 42.74

Vietnamese 288 3.11 48.26 12.74 539.44 53.99

Somali 208 2.24 45.07 11.98 525.65 46.37

Ukrainian 175 1.89 49.39 12.22 542.99 51.74

Chinese 137 1.48 46.91 12.81 535.71 48.13

Korean 77 0.83 50.62 10.04 549.61 41.20

Tagalog 129 1.39 49.76 9.96 544.70 40.35

Other 1551 16.73 46.16 12.71 531.10 49.95

Not Provided 18 0.19 38.33 19.33 494.67 87.68

Race/Ethnicity

Native American 176 1.90 44.56 11.18 524.07 45.62

Asian 1078 11.63 48.17 12.11 539.37 48.56

Black 427 4.61 46.63 11.33 531.83 44.76

Hispanic 6358 68.57 47.66 10.49 534.69 42.78

White 861 9.29 48.02 12.65 538.41 51.74


Multi 120 1.29 45.02 13.24 525.19 51.34

Not Provided 36 0.39 39.00 16.15 506.14 57.16


Non-Special Ed. 7625 82.24 49.08 10.23 540.85 42.46





Mean SD Mean SD

6

All Students 6473 100.00 40.09 10.11 542.62 46.89

Gender

Female 2858 44.15 40.78 10.06 545.83 46.16

Male 3611 55.79 39.55 10.11 540.12 47.25


Primary Language

Spanish 4373 67.56 40.48 9.49 543.95 44.25

Russian 227 3.51 42.31 8.73 552.52 41.34

Vietnamese 169 2.61 41.43 10.33 549.15 49.80

Somali 155 2.39 36.95 11.33 529.78 49.18

Ukrainian 93 1.44 41.65 10.82 548.23 51.51

Chinese 111 1.71 40.32 11.32 545.42 50.94

Korean 59 0.91 41.26 12.26 554.00 54.67

Tagalog 100 1.54 41.87 8.00 552.62 35.84

Other 1165 18.00 38.19 11.61 534.98 53.46

Not Provided 21 0.32 31.43 18.41 505.14 88.44

Race/Ethnicity

Native American 150 2.32 37.52 10.39 530.61 45.59

Asian 709 10.95 40.24 11.05 545.13 51.41

Black 334 5.16 37.86 11.20 533.78 50.75

Hispanic 4416 68.22 40.41 9.59 543.67 44.66

White 555 8.57 40.49 11.09 544.49 52.47


Multi 102 1.58 39.55 10.94 540.25 51.93

Not Provided 23 0.36 28.74 16.90 490.78 77.65


Non-Special Ed. 5018 77.52 41.29 9.78 548.59 45.15





Mean SD Mean SD

7

All Students 5692 100.00 41.54 10.45 551.18 49.13

Gender

Female 2552 44.83 42.42 10.20 555.76 47.52

Male 3140 55.17 40.83 10.59 547.46 50.10


Primary Language

Spanish 3834 67.36 42.16 9.82 553.65 46.64

Russian 166 2.92 44.30 8.43 563.10 42.46

Vietnamese 147 2.58 41.44 11.34 553.27 50.42

Somali 149 2.62 37.86 12.63 536.19 56.27

Ukrainian 75 1.32 42.96 10.77 557.48 52.62

Chinese 103 1.81 37.96 12.71 538.78 55.81

Korean 57 1.00 41.86 12.92 558.73 58.93

Tagalog 102 1.79 44.80 8.32 566.87 47.09

Other 1030 18.10 39.44 11.46 541.75 52.89

Not Provided 29 0.51 34.07 16.46 516.31 82.24

Race/Ethnicity

Native American 145 2.55 39.05 9.22 537.96 42.71

Asian 702 12.33 40.47 11.90 548.70 54.76

Black 290 5.09 38.06 12.77 536.36 58.76

Hispanic 3859 67.80 42.10 9.88 553.37 46.93

White 452 7.94 42.62 10.16 555.89 49.01


Multi 78 1.37 40.78 10.13 546.64 48.48

Not Provided 30 0.53 32.50 16.89 506.67 81.67


Non-Special Ed. 4466 78.46 42.39 10.46 555.91 48.58





Mean SD Mean SD

8

All Students 5086 100.00 43.10 10.33 559.76 49.66

Gender

Female 2259 44.42 43.86 10.35 564.48 49.62

Male 2825 55.54 42.49 10.28 556.00 49.39


Primary Language

Spanish 3371 66.28 43.90 9.72 563.09 47.57

Russian 131 2.58 44.55 8.96 566.63 42.88

Vietnamese 140 2.75 41.92 10.21 552.99 50.11

Somali 127 2.50 39.52 12.15 541.39 56.91

Ukrainian 72 1.42 41.58 12.69 554.21 58.28

Chinese 117 2.30 41.91 10.45 556.90 49.21

Korean 68 1.34 43.12 10.27 562.21 43.72

Tagalog 94 1.85 44.74 7.78 568.94 37.37

Other 950 18.68 40.91 11.67 550.46 54.89

Not Provided 16 0.31 38.00 16.97 540.56 76.51

Race/Ethnicity

Native American 123 2.42 39.73 10.06 543.86 48.93

Asian 673 13.23 42.74 10.17 559.49 48.57

Black 272 5.35 40.04 11.82 544.62 55.46

Hispanic 3394 66.73 43.93 9.70 563.25 47.52

White 371 7.29 41.36 12.46 552.96 58.40


Multi 67 1.32 42.45 11.73 554.67 53.75

Not Provided 31 0.61 33.87 15.31 523.68 66.85


Non-Special Ed. 3967 78.00 43.52 10.64 562.81 50.03





Mean SD Mean SD

9

All Students 4462 100.00 38.58 12.17 532.85 58.61

Gender

Female 1874 42.00 39.29 12.10 535.77 57.96

Male 2587 57.98 38.06 12.19 530.74 59.00


Primary Language

Spanish 2763 61.92 38.80 11.78 533.11 57.61

Russian 124 2.78 42.71 10.53 553.08 54.84

Vietnamese 154 3.45 38.22 13.69 534.33 66.21

Somali 155 3.47 34.23 13.62 515.77 61.96

Ukrainian 54 1.21 41.11 11.61 546.06 59.06

Chinese 100 2.24 40.94 11.31 541.78 55.85

Korean 43 0.96 41.53 12.58 547.74 58.37

Tagalog 96 2.15 41.76 8.20 548.75 44.94

Other 939 21.04 37.54 12.84 529.26 59.12

Not Provided 34 0.76 31.82 16.11 499.35 80.77

Race/Ethnicity

Native American 85 1.90 38.69 10.20 532.94 52.87

Asian 666 14.93 38.85 12.65 535.22 59.99

Black 317 7.10 35.71 13.20 521.83 59.09

Hispanic 2793 62.60 38.77 11.82 533.02 57.88

White 361 8.09 39.03 13.21 536.17 62.31


Multi 63 1.41 40.95 10.84 546.66 54.03

Not Provided 39 0.87 31.23 15.19 497.03 69.10


Non-Special Ed. 3558 79.74 38.54 12.87 533.37 61.78





Mean SD Mean SD

10

All Students 3646 100.00 39.96 11.51 539.75 56.05

Gender

Female 1612 44.21 40.46 11.39 542.15 54.81

Male 2030 55.68 39.54 11.59 537.76 56.98


Primary Language

Spanish 2165 59.38 40.16 11.31 540.17 55.69

Russian 86 2.36 44.08 9.06 559.22 48.84

Vietnamese 122 3.35 38.98 11.82 535.40 56.86

Somali 152 4.17 35.91 13.65 524.17 62.84

Ukrainian 48 1.32 40.56 12.10 541.48 60.58

Chinese 78 2.14 38.86 12.53 534.76 60.23

Korean 62 1.70 43.53 7.88 553.16 41.39

Tagalog 74 2.03 44.81 7.49 562.28 43.23

Other 829 22.74 39.32 11.70 537.67 55.91

Not Provided 30 0.82 38.27 14.32 534.00 69.81

Race/Ethnicity

Native American 63 1.73 42.30 9.11 553.70 51.86

Asian 586 16.07 39.68 11.69 538.67 56.63

Black 327 8.97 38.22 12.78 534.10 59.74

Hispanic 2179 59.76 40.17 11.36 540.17 55.93

White 296 8.12 41.41 11.13 546.30 54.04


Multi 51 1.40 39.00 10.42 533.78 48.59

Not Provided 36 0.99 37.31 12.97 531.33 58.06


Non-Special Ed. 2916 79.98 40.23 11.81 541.45 56.94





Mean SD Mean SD

11

All Students 2698 100.00 41.47 10.28 546.26 51.35

Gender

Female 1247 46.22 42.38 9.94 550.19 50.13

Male 1451 53.78 40.69 10.50 542.88 52.15


Primary Language

Spanish 1474 54.63 41.42 10.49 545.54 52.61

Russian 63 2.34 43.63 8.44 558.40 44.23

Vietnamese 133 4.93 40.65 10.84 543.31 51.69

Somali 97 3.60 39.39 9.97 538.37 48.71

Ukrainian 30 1.11 40.13 11.40 543.80 55.75

Chinese 84 3.11 43.82 10.25 558.27 51.55

Korean 45 1.67 45.91 6.29 565.36 38.13

Tagalog 73 2.71 44.44 7.15 560.14 39.51

Other 678 25.13 41.09 10.17 544.82 50.21

Not Provided 21 0.78 38.81 10.79 528.76 59.48

Race/Ethnicity

Native American 34 1.26 43.29 7.80 555.06 42.83

Asian 554 20.53 42.37 9.95 550.89 49.08

Black 236 8.75 39.66 10.63 538.76 51.56

Hispanic 1482 54.93 41.44 10.50 545.64 52.65

White 230 8.52 42.03 9.54 550.26 48.80


Multi 45 1.67 42.62 9.14 553.62 49.03

Not Provided 28 1.04 36.43 10.69 519.89 54.76


Non-Special Ed. 2189 81.13 41.77 10.42 547.94 51.78





Mean SD Mean SD

12

All Students 2448 100.00 42.02 9.68 548.38 49.89

Gender

Female 1161 47.43 42.60 8.98 550.50 45.76

Male 1286 52.53 41.49 10.24 546.48 53.30


Primary Language

Spanish 1283 52.41 42.41 9.04 549.96 47.17

Russian 49 2.00 47.29 5.69 580.10 38.63

Vietnamese 134 5.47 41.07 10.45 542.89 53.66

Somali 95 3.88 36.36 13.03 522.02 67.39

Ukrainian 20 0.82 40.90 13.35 544.25 72.74

Chinese 93 3.80 40.69 9.82 540.96 47.50

Korean 43 1.76 45.05 7.58 558.72 38.25

Tagalog 47 1.92 42.15 10.74 548.00 59.90

Other 660 26.96 42.01 9.88 549.00 49.85

Not Provided 24 0.98 38.75 10.16 531.50 44.01

Race/Ethnicity

Native American 31 1.27 43.71 7.81 558.35 45.76

Asian 538 21.98 41.64 10.14 545.72 51.27

Black 260 10.62 40.01 10.87 538.69 55.45

Hispanic 1300 53.10 42.26 9.22 549.33 47.69

White 180 7.35 45.02 9.07 566.54 51.06


Multi 36 1.47 42.22 9.13 547.75 43.48

Not Provided 26 1.06 39.15 9.74 532.88 44.08


Non-Special Ed. 2009 82.07 42.84 8.95 552.66 46.10


Table 146. Subgroup Statistics, Literacy, Kindergarten



Mean SD Mean SD

K

All Students 16818 100.00 23.36 7.45 342.64 62.31

Gender

Female 8217 48.86 23.95 7.31 347.68 61.90

Male 8596 51.11 22.80 7.53 337.83 62.32


Primary Language

Spanish 10471 62.26 21.91 6.59 330.63 54.72

Russian 803 4.77 24.50 7.18 352.48 59.88

Vietnamese 633 3.76 24.68 7.56 352.51 63.18

Somali 389 2.31 23.24 7.02 341.70 58.29

Ukrainian 352 2.09 24.21 6.28 348.93 52.92

Chinese 486 2.89 30.23 8.06 400.03 73.54

Korean 236 1.40 29.77 7.20 394.11 61.24

Tagalog 112 0.67 26.39 7.04 367.89 56.80

Other 3288 19.55 25.86 8.44 363.36 71.39

Not Provided 48 0.29 19.35 9.33 315.44 67.63

Race/Ethnicity

Native American 169 1.00 21.00 5.83 324.02 49.56

Asian 2636 15.67 27.92 8.28 380.26 71.82

Black 829 4.93 24.48 7.50 351.43 61.82

Hispanic 10466 62.23 21.94 6.61 330.95 54.89

White 2087 12.41 24.70 7.36 353.27 61.90


Multi 277 1.65 26.25 8.27 366.89 67.87

Not Provided 81 0.48 18.77 8.56 309.43 62.64


Non-Special Ed. 15603 92.78 23.74 7.31 345.61 61.69


Table 147. Subgroup Statistics, Literacy, Grade 1



Mean SD Mean SD

1

All Students 16767 100.00 46.06 10.63 427.81 55.39

Gender

Female 8186 48.82 47.42 10.19 434.43 53.91

Male 8572 51.12 44.77 10.87 421.49 56.01


Primary Language

Spanish 10932 65.20 44.85 10.43 421.28 52.56

Russian 827 4.93 48.07 9.95 437.89 53.28

Vietnamese 659 3.93 48.82 10.33 442.58 55.73

Somali 321 1.91 46.11 10.25 427.77 51.09

Ukrainian 296 1.77 49.06 9.34 442.03 53.23

Chinese 438 2.61 52.07 9.60 462.17 60.89

Korean 194 1.16 52.43 8.55 461.63 53.82

Tagalog 143 0.85 50.24 8.39 449.14 47.78

Other 2908 17.34 47.69 11.03 436.80 60.12

Not Provided 49 0.29 38.61 16.15 390.39 79.54

Race/Ethnicity

Native American 178 1.06 41.91 10.93 405.17 54.46

Asian 2394 14.28 50.33 10.09 451.40 58.79

Black 731 4.36 47.00 10.20 432.18 52.53

Hispanic 10930 65.19 44.89 10.41 421.51 52.47

White 1890 11.27 47.78 10.44 436.37 56.71


Multi 287 1.71 47.56 11.28 435.99 58.82

Not Provided 82 0.49 38.59 13.95 390.02 73.04


Non-Special Ed. 15487 92.37 46.89 9.98 432.01 52.05





Mean SD Mean SD

2

All Students 14937 100.00 36.24 11.15 457.94 48.55

Gender

Female 6909 46.25 37.40 10.73 462.99 45.24

Male 8025 53.73 35.26 11.41 453.62 50.82


Primary Language

Spanish 9978 66.80 35.23 10.76 454.17 47.37

Russian 667 4.47 38.57 11.10 466.52 47.77

Vietnamese 544 3.64 40.81 10.79 475.77 42.92

Somali 325 2.18 36.20 10.95 457.65 49.24

Ukrainian 312 2.09 37.95 10.53 465.95 43.94

Chinese 292 1.95 42.87 12.10 482.01 53.20

Korean 163 1.09 42.76 10.39 482.34 43.02

Tagalog 138 0.92 40.24 11.03 473.34 45.78

Other 2476 16.58 37.14 11.89 460.96 51.77

Not Provided 42 0.28 31.10 11.96 435.33 58.68

Race/Ethnicity

Native American 190 1.27 31.82 9.90 440.95 45.80

Asian 1830 12.25 41.17 11.50 476.40 48.15

Black 628 4.20 36.74 11.18 459.31 49.67

Hispanic 9920 66.41 35.15 10.75 453.91 47.41

White 1730 11.58 38.01 11.42 464.32 49.54


Multi 278 1.86 36.98 11.24 461.82 48.38

Not Provided 59 0.39 28.36 12.57 420.80 63.03


Non-Special Ed. 13472 90.19 37.30 10.63 462.76 44.68





Mean SD Mean SD

3

All Students 12725 100.00 43.29 10.95 484.50 45.37

Gender

Female 5894 46.32 44.58 10.55 489.57 43.52

Male 6828 53.66 42.18 11.16 480.13 46.43


Primary Language

Spanish 8689 68.28 42.93 10.53 483.22 42.75

Russian 552 4.34 45.16 11.00 492.32 46.53

Vietnamese 404 3.17 46.83 10.31 497.60 43.60

Somali 300 2.36 41.48 11.98 476.00 51.59

Ukrainian 235 1.85 45.98 10.65 493.57 44.82

Chinese 199 1.56 46.30 12.00 495.84 53.73

Korean 116 0.91 48.48 10.88 505.34 53.82

Tagalog 131 1.03 46.36 10.12 496.85 40.35

Other 2065 16.23 42.90 12.05 482.97 51.66

Not Provided 34 0.27 35.62 15.64 449.15 69.91

Race/Ethnicity

Native American 183 1.44 39.23 11.76 468.97 48.40

Asian 1432 11.25 46.18 11.03 496.12 47.36

Black 553 4.35 42.38 12.10 479.36 52.35

Hispanic 8528 67.02 42.92 10.55 483.12 42.92

White 1461 11.48 44.14 11.68 487.83 49.88


Multi 267 2.10 42.26 10.65 481.77 43.14

Not Provided 44 0.35 35.02 15.51 447.48 69.69


Non-Special Ed. 11164 87.73 44.76 9.92 490.40 40.10





Mean SD Mean SD

4

All Students 10723 100.00 33.94 10.44 508.54 43.63

Gender

Female 4896 45.66 35.21 10.13 513.71 42.39

Male 5822 54.29 32.87 10.58 504.19 44.19


Primary Language

Spanish 7325 68.31 33.53 10.04 507.07 41.49

Russian 455 4.24 36.13 9.58 517.18 39.69

Vietnamese 323 3.01 39.34 10.62 530.40 45.53

Somali 217 2.02 31.00 11.01 495.99 47.01

Ukrainian 216 2.01 37.24 8.75 521.87 34.95

Chinese 135 1.26 36.66 11.83 519.14 51.04

Korean 102 0.95 38.62 11.90 526.86 53.79

Tagalog 131 1.22 38.09 10.10 524.15 42.95

Other 1783 16.63 33.44 11.43 506.13 48.82

Not Provided 36 0.34 24.61 12.33 467.64 59.03

Race/Ethnicity

Native American 184 1.72 30.69 10.26 495.02 43.23

Asian 1159 10.81 37.41 11.41 522.19 49.38

Black 463 4.32 32.01 10.99 500.00 46.93

Hispanic 7343 68.48 33.50 10.08 506.91 41.77

White 1096 10.22 35.33 10.48 513.89 43.71


Multi 192 1.79 33.77 10.57 508.44 43.44

Not Provided 48 0.45 26.52 12.95 474.58 62.14


Non-Special Ed. 9057 84.46 35.74 9.57 515.77 39.29





Mean SD Mean SD

5

All Students 9287 100.00 38.22 10.53 525.40 45.29

Gender

Female 4284 46.13 39.29 10.18 529.84 44.07

Male 5000 53.84 37.30 10.73 521.59 45.98


Primary Language

Spanish 6330 68.16 38.17 9.98 525.08 42.03

Russian 367 3.95 40.37 9.78 534.97 43.97

Vietnamese 288 3.10 40.61 11.97 535.38 56.44

Somali 207 2.23 35.04 11.64 511.60 49.40

Ukrainian 175 1.88 40.19 11.08 532.95 50.52

Chinese 137 1.48 40.23 11.31 535.66 50.53

Korean 77 0.83 42.68 9.37 544.42 42.29

Tagalog 129 1.39 42.10 8.63 540.38 37.87

Other 1559 16.79 37.07 11.91 521.07 52.29

Not Provided 18 0.19 29.17 16.62 478.50 83.25

Race/Ethnicity

Native American 176 1.90 34.15 11.35 508.44 47.24

Asian 1080 11.63 40.43 11.13 535.11 50.23

Black 427 4.60 36.61 11.14 519.30 47.02

Hispanic 6367 68.56 38.14 10.05 524.96 42.45

White 862 9.28 39.04 11.57 528.76 52.55


Multi 121 1.30 35.45 12.61 511.83 56.79

Not Provided 37 0.40 32.05 13.02 499.05 57.06


Non-Special Ed. 7642 82.29 40.10 9.51 532.90 41.14





Mean SD Mean SD

6

All Students 6503 100.00 27.56 8.83 529.45 46.68

Gender

Female 2873 44.18 28.59 8.53 535.05 44.37

Male 3626 55.76 26.74 8.98 525.02 47.94


Primary Language

Spanish 4391 67.52 27.42 8.38 529.41 43.97

Russian 230 3.54 29.75 8.15 540.07 39.86

Vietnamese 170 2.61 30.79 8.95 543.00 46.23

Somali 155 2.38 25.99 9.50 520.68 50.56

Ukrainian 93 1.43 28.36 9.28 532.84 50.98

Chinese 111 1.71 30.80 9.96 542.42 50.93

Korean 60 0.92 32.49 10.72 550.97 53.32

Tagalog 100 1.54 30.86 8.65 546.51 40.82

Other 1171 18.01 26.58 9.78 523.20 53.76

Not Provided 22 0.34 22.91 11.94 500.73 72.57

Race/Ethnicity

Native American 151 2.32 24.46 8.64 513.70 48.80

Asian 711 10.93 29.95 9.70 539.31 50.80

Black 334 5.14 26.57 9.79 522.81 52.97

Hispanic 4435 68.20 27.38 8.42 529.14 44.41

White 558 8.58 28.18 9.59 531.19 51.45


Multi 104 1.60 27.36 9.61 528.39 49.20

Not Provided 23 0.35 21.91 12.48 494.17 73.39


Non-Special Ed. 5042 77.53 29.14 8.33 537.39 42.66





Mean SD Mean SD

7

All Students 5722 100.00 30.05 9.08 540.91 46.68

Gender

Female 2562 44.77 31.04 8.57 546.61 43.17

Male 3160 55.23 29.25 9.40 536.30 48.86


Primary Language

Spanish 3857 67.41 30.08 8.64 541.65 43.67

Russian 166 2.90 32.84 8.14 554.40 39.23

Vietnamese 145 2.53 33.04 8.78 553.44 42.56

Somali 150 2.62 28.24 10.26 528.87 57.35

Ukrainian 75 1.31 31.40 9.43 546.13 50.46

Chinese 103 1.80 30.76 11.69 544.20 61.08

Korean 58 1.01 33.86 10.14 559.47 48.84

Tagalog 102 1.78 34.21 8.60 560.19 46.75

Other 1037 18.12 28.71 9.84 533.23 52.54

Not Provided 29 0.51 24.14 10.50 510.76 59.06

Race/Ethnicity

Native American 147 2.57 27.07 8.53 526.52 45.28

Asian 702 12.27 31.43 10.07 546.55 51.71

Black 294 5.14 28.70 10.40 531.26 57.82

Hispanic 3880 67.81 30.03 8.68 541.35 43.99

White 453 7.92 30.93 9.51 544.40 50.14


Multi 80 1.40 28.81 9.52 533.56 49.89

Not Provided 30 0.52 23.30 10.74 503.27 62.82


Non-Special Ed. 4488 78.43 31.44 8.73 547.49 44.31





Mean SD Mean SD

8

All Students 5098 100.00 32.49 9.18 552.31 46.08

Gender

Female 2262 44.37 33.43 8.95 557.44 45.13

Male 2834 55.59 31.75 9.30 548.22 46.45


Primary Language

Spanish 3375 66.20 32.64 8.66 553.47 42.83

Russian 132 2.59 34.86 8.17 564.41 38.89

Vietnamese 141 2.77 33.76 9.41 556.17 47.74

Somali 128 2.51 29.56 10.42 535.12 56.13

Ukrainian 73 1.43 32.15 10.43 550.15 53.39

Chinese 116 2.28 35.32 9.93 565.86 51.95

Korean 69 1.35 36.42 8.80 569.39 41.48

Tagalog 94 1.84 36.18 7.51 569.13 33.46

Other 952 18.67 30.91 10.34 544.04 53.59

Not Provided 18 0.35 30.61 12.15 543.94 55.95

Race/Ethnicity

Native American 123 2.41 29.15 9.75 536.26 48.75

Asian 674 13.22 34.37 9.53 560.56 47.98

Black 274 5.37 30.30 10.41 539.83 54.53

Hispanic 3398 66.65 32.70 8.67 553.68 43.08

White 374 7.34 31.57 10.56 547.50 55.34


Multi 67 1.31 32.69 9.56 551.21 47.82

Not Provided 33 0.65 26.18 10.55 523.58 49.32


Non-Special Ed. 3982 78.11 33.67 8.96 557.62 44.71





Mean SD Mean SD

9

All Students 4487 100.00 33.78 10.28 527.26 49.38

Gender

Female 1888 42.08 35.16 9.94 533.96 47.41

Male 2598 57.90 32.77 10.41 522.38 50.24


Primary Language

Spanish 2779 61.93 33.75 9.80 526.96 46.66

Russian 125 2.79 35.52 10.02 534.63 50.74

Vietnamese 155 3.45 35.34 11.30 535.46 54.76

Somali 155 3.45 29.81 11.62 508.08 57.14

Ukrainian 54 1.20 35.02 8.91 534.20 42.65

Chinese 100 2.23 38.74 10.45 552.72 51.91

Korean 43 0.96 38.67 10.14 551.16 48.39

Tagalog 96 2.14 36.40 7.57 541.79 33.65

Other 946 21.08 33.15 11.03 524.48 53.12

Not Provided 34 0.76 27.97 12.97 497.82 67.68

Race/Ethnicity

Native American 86 1.92 32.39 10.65 519.93 52.95

Asian 670 14.93 35.56 10.75 536.48 51.69

Black 320 7.13 31.70 11.70 516.99 56.53

Hispanic 2809 62.60 33.73 9.85 526.82 46.98

White 362 8.07 33.38 10.88 525.51 53.52


Multi 62 1.38 34.70 10.62 531.97 51.13

Not Provided 39 0.87 27.90 12.24 499.59 64.67


Non-Special Ed. 3575 79.67 34.49 10.45 530.36 50.21





Mean SD Mean SD

10

All Students 3663 100.00 35.43 10.18 535.34 48.44

Gender

Female 1619 44.20 36.54 9.76 540.92 46.18

Male 2040 55.69 34.54 10.42 530.83 49.71


Primary Language

Spanish 2180 59.51 35.45 9.94 534.80 47.12

Russian 86 2.35 38.29 8.62 550.28 40.71

Vietnamese 122 3.33 36.43 10.18 541.34 47.47

Somali 152 4.15 32.11 11.12 520.36 52.45

Ukrainian 48 1.31 35.35 11.11 533.63 57.63

Chinese 78 2.13 37.10 12.24 543.64 62.74

Korean 62 1.69 39.98 8.30 557.60 41.74

Tagalog 74 2.02 39.72 7.98 555.61 37.98

Other 831 22.69 34.74 10.43 533.23 49.30

Not Provided 30 0.82 33.53 12.49 526.77 60.58

Race/Ethnicity

Native American 62 1.69 35.19 9.77 534.92 44.71

Asian 586 16.00 36.21 10.54 540.49 51.24

Black 327 8.93 34.39 10.89 531.39 51.11

Hispanic 2194 59.90 35.48 9.94 534.93 47.11

White 297 8.11 36.41 10.39 540.16 50.00


Multi 51 1.39 33.76 8.60 526.86 39.31

Not Provided 36 0.98 33.83 11.54 528.78 54.29


Non-Special Ed. 2926 79.88 36.33 10.12 539.44 48.05





Mean SD Mean SD

11

All Students 2709 100.00 37.34 9.79 543.84 45.93

Gender

Female 1252 46.22 38.75 9.45 550.57 44.35

Male 1457 53.78 36.12 9.91 538.05 46.49


Primary Language

Spanish 1483 54.74 37.23 9.74 542.63 45.28

Russian 63 2.33 37.95 9.07 546.70 39.47

Vietnamese 133 4.91 38.19 9.65 548.32 46.41

Somali 97 3.58 34.42 9.63 529.41 44.55

Ukrainian 30 1.11 35.77 8.18 538.63 38.07

Chinese 84 3.10 41.37 10.18 567.18 48.29

Korean 45 1.66 43.49 7.15 573.93 35.40

Tagalog 73 2.69 40.19 7.36 556.84 33.93

Other 681 25.14 36.68 10.03 541.68 47.73

Not Provided 20 0.74 35.20 10.76 532.30 51.01

Race/Ethnicity

Native American 34 1.26 36.41 10.03 539.53 46.32

Asian 555 20.49 39.28 9.79 553.96 46.88

Black 236 8.71 35.30 10.09 534.47 46.99

Hispanic 1491 55.04 37.22 9.72 542.62 45.24

White 231 8.53 37.19 9.36 544.19 43.80


Multi 45 1.66 36.64 10.29 541.40 50.39

Not Provided 27 1.00 34.26 10.24 530.04 47.45


Non-Special Ed. 2193 80.95 38.19 9.71 547.78 45.62





Mean SD Mean SD

12

All Students 2467 100.00 37.85 9.77 545.79 45.32

Gender

Female 1170 47.43 38.70 9.01 549.89 41.30

Male 1296 52.53 37.08 10.35 542.06 48.39


Primary Language

Spanish 1293 52.41 37.89 9.19 545.44 41.87

Russian 49 1.99 40.73 8.30 559.53 37.62

Vietnamese 134 5.43 38.86 10.84 550.92 52.90

Somali 96 3.89 32.06 12.03 519.64 59.36

Ukrainian 21 0.85 36.90 11.15 541.90 55.64

Chinese 93 3.77 38.46 9.98 549.42 47.67

Korean 43 1.74 42.09 9.38 565.49 43.20

Tagalog 47 1.91 38.64 10.54 548.98 52.34

Other 667 27.04 37.89 9.97 546.68 46.05

Not Provided 24 0.97 35.96 9.58 535.88 40.03

Race/Ethnicity

Native American 32 1.30 36.03 10.56 539.66 48.47

Asian 540 21.89 38.65 10.35 549.71 49.14

Black 263 10.66 35.94 10.95 537.78 51.56

Hispanic 1310 53.10 37.82 9.28 545.14 42.22

White 182 7.38 40.16 9.46 556.93 45.46


Multi 36 1.46 35.06 9.48 533.97 45.55

Not Provided 26 1.05 36.31 9.46 538.19 40.43


Non-Special Ed. 2023 82.00 39.26 8.90 552.26 40.66


Appendix E Domain-Specific Performance Level Distributions


Table 159. Performance Level Distributions, Listening

Grades N Percentage

Level 1 Level 2 Level 3 Level 4 K–1 33650 6.37 41.71 36.02 15.89 K 16865 10.89 54.76 27.73 6.63 1 16785 1.84 28.60 44.36 25.20

2–3 27673 1.29 26.34 45.58 26.79 2 14945 1.51 33.78 44.54 20.18 3 12728 1.04 17.60 46.80 34.55

4–5 20024 2.77 9.70 73.37 14.16 4 10731 3.13 11.33 74.59 10.95 5 9293 2.36 7.81 71.96 17.87

6–8 17352 1.97 12.37 54.48 31.18 6 6512 1.92 13.99 58.63 25.46 7 5731 1.81 12.25 54.44 31.50 8 5109 2.19 10.45 49.25 38.11

9–12 13387 4.61 11.07 78.08 6.24 9 4510 5.74 12.55 77.36 4.35 10 3675 4.79 11.95 76.35 6.91 11 2724 3.89 9.73 78.93 7.45 12 2478 3.07 8.56 81.03 7.34

Table 160. Performance Level Distributions, Speaking

Grades N Percentage


2–3 27660 1.45 15.50 52.04 31.01 2 14946 1.43 18.32 53.63 26.62 3 12714 1.47 12.18 50.18 36.16

4–5 20018 1.34 12.99 61.76 23.90 4 10724 1.41 15.61 62.76 20.23 5 9294 1.27 9.97 60.62 28.14

6–8 17320 2.19 10.96 47.69 39.15 6 6496 1.97 12.36 51.82 33.85 7 5715 2.40 10.74 47.09 39.77 8 5109 2.25 9.43 43.12 45.19

9–12 13383 4.12 20.08 45.21 30.58 9 4494 6.36 20.25 44.19 29.19 10 3680 4.10 21.22 44.40 30.27 11 2724 2.61 19.46 46.70 31.24 12 2485 1.77 18.75 46.64 32.84


Table 161. Performance Level Distributions, Reading

Grades N Percentage


2–3 27710 5.18 25.97 43.80 25.06 2 14967 6.86 34.56 43.48 15.11 3 12743 3.20 15.88 44.18 36.74

4–5 20030 1.86 13.85 57.30 26.99 4 10732 2.20 16.95 61.13 19.73 5 9298 1.46 10.28 52.88 35.37

6–8 17371 3.25 10.90 62.09 23.76 6 6521 4.45 13.42 67.18 14.95 7 5733 3.10 10.62 62.25 24.02 8 5117 1.90 7.99 55.40 34.71

9–12 13417 3.84 20.61 64.93 10.63 9 4513 5.16 24.88 63.08 6.87 10 3685 4.02 21.36 64.69 9.93 11 2731 2.75 16.99 66.72 13.55 12 2488 2.37 15.72 66.64 15.27

Table 162. Performance Level Distributions, Writing

Grades N Percentage


2–3 27682 2.04 31.71 56.85 9.39 2 14949 2.42 41.00 51.74 4.84 3 12733 1.60 20.80 62.86 14.73

4–5 20035 1.54 14.16 71.19 13.11 4 10735 1.59 17.70 71.51 9.19 5 9300 1.47 10.08 70.82 17.63

6–8 17346 2.72 9.88 76.06 11.35 6 6510 3.27 12.40 78.00 6.33 7 5728 2.69 9.34 76.68 11.30 8 5108 2.06 7.26 72.89 17.80

9–12 13347 3.66 27.00 57.55 11.79 9 4495 5.29 31.03 55.15 8.52 10 3668 3.38 27.78 57.06 11.78 11 2714 2.21 23.91 59.62 14.26 12 2470 2.71 21.90 60.36 15.02


Table 163. Performance Level Distributions, Comprehension

Grades N Percentage


2–3 27616 3.54 27.46 54.52 14.48 2 14919 4.49 34.35 43.60 17.56 3 12697 2.43 19.37 67.34 10.87

4–5 19922 2.53 13.51 65.02 18.93 4 10682 2.78 14.16 67.22 15.84 5 9240 2.25 12.75 62.49 22.51

6–8 17216 3.44 13.10 63.35 20.10 6 6472 3.74 13.44 62.79 20.02 7 5689 3.39 12.37 67.24 17.00 8 5055 3.13 13.49 59.68 23.70

9–12 13289 4.86 21.94 67.15 6.06 9 4473 5.97 18.38 70.80 4.85 10 3649 4.85 21.49 68.21 5.45 11 2706 3.73 23.91 65.08 7.28 12 2461 4.10 26.90 61.19 7.80

Table 164. Performance Level Distributions, Oral

Grades N Percentage


2–3 27551 1.63 20.26 57.88 20.23 2 14888 1.46 25.02 50.89 22.63 3 12663 1.82 14.67 66.09 17.41

4–5 19894 1.88 11.91 63.65 22.56 4 10665 2.04 12.26 66.08 19.62 5 9229 1.69 11.50 60.84 25.97

6–8 17150 2.60 11.57 52.32 33.50 6 6444 2.33 11.70 52.05 33.92 7 5666 2.75 11.51 56.27 29.47 8 5040 2.78 11.49 48.23 37.50

9–12 13200 4.48 18.00 51.23 26.30 9 4441 6.08 18.58 50.66 24.68 10 3630 4.71 17.88 51.13 26.28 11 2690 3.35 16.25 52.79 27.62 12 2439 2.46 19.07 50.68 27.80


Table 165. Performance Level Distributions, Productive

Grades N Percentage


2–3 27567 1.97 24.62 58.19 15.22 2 14893 2.05 29.74 52.51 15.71 3 12674 1.88 18.60 64.87 14.66

4–5 19903 2.00 13.65 62.55 21.80 4 10669 1.98 15.57 64.47 17.99 5 9234 2.04 11.43 60.34 26.20

6–8 17150 2.45 12.18 54.94 30.43 6 6444 2.42 13.30 54.19 30.09 7 5663 2.49 12.64 58.01 26.86 8 5043 2.44 10.23 52.45 34.88

9–12 13186 4.20 22.38 51.71 21.70 9 4434 6.31 24.04 50.61 19.03 10 3628 4.00 22.63 51.02 22.35 11 2685 2.46 21.19 51.40 24.95 12 2439 2.58 20.30 55.10 22.02

Table 166. Performance Level Distributions, Literacy

Grades N Percentage


2–3 27625 3.93 31.28 53.53 11.26 2 14922 5.09 37.83 46.67 10.41 3 12703 2.57 23.58 61.60 12.26

4–5 19935 2.19 14.71 64.92 18.18 4 10687 2.42 16.51 66.01 15.06 5 9248 1.92 12.64 63.65 21.79

6–8 17222 3.22 13.77 68.66 14.35 6 6471 4.02 14.28 68.29 13.41 7 5696 3.18 13.99 69.87 12.96 8 5055 2.24 12.88 67.77 17.11

9–12 13257 4.53 27.17 58.35 9.94 9 4459 6.06 26.24 60.98 6.73 10 3645 4.28 25.19 60.58 9.96 11 2695 3.27 29.09 54.62 13.02 12 2458 3.54 29.70 54.39 12.37


Appendix F Subgroup Base-Domain Performance Level Distributions


Table 167. Subgroup Performance Level Distributions, Listening, Kindergarten


Percentage

Level 1 Level 2 Level 3 Level 4

K

All Students 16865 100.00 10.86 54.78 27.74 6.62

Gender

Female 8228 48.79 10.47 53.43 28.61 7.50

Male 8632 51.18 11.24 56.08 26.90 5.79


Primary Language

Spanish 10495 62.23 11.42 58.03 26.03 4.52

Russian 802 4.76 13.34 52.99 28.55 5.11

Vietnamese 634 3.76 10.88 47.32 31.23 10.57

Somali 391 2.32 11.83 57.07 26.99 4.11

Ukrainian 351 2.08 12.54 56.70 25.36 5.41

Chinese 491 2.91 6.11 35.64 37.68 20.57

Korean 237 1.41 5.49 40.51 37.97 16.03

Tagalog 113 0.67 7.96 46.90 33.63 11.50

Other 3303 19.58 9.14 50.14 30.34 10.38

Not Provided 48 0.28 27.08 45.83 20.83 6.25

Ethnicity

Native American 171 1.01 5.26 60.82 29.24 4.68

Asian 2647 15.70 7.67 44.24 34.42 13.68

Black 832 4.93 11.20 56.02 27.83 4.94

Hispanic 10488 62.19 11.44 57.99 26.00 4.57

White 2093 12.41 11.28 52.20 28.35 8.17


Multi 278 1.65 9.71 41.73 33.81 14.75

Not Provided 82 0.49 20.73 53.66 20.73 4.88


Non-Special Ed. 15636 92.71 10.05 54.25 28.69 7.01


Table 168. Subgroup Performance Level Distributions, Listening, Grade 1


Percentage


1

All Students 16785 100.00 1.80 28.58 44.40 25.22

Gender

Female 8197 48.84 1.72 26.99 44.73 26.56

Male 8579 51.11 1.88 30.09 44.07 23.96


Primary Language

Spanish 10938 65.17 1.57 29.99 45.06 23.38

Russian 828 4.93 2.17 28.50 46.50 22.83

Vietnamese 661 3.94 1.36 23.33 41.82 33.48

Somali 320 1.91 1.56 38.44 41.88 18.13

Ukrainian 296 1.76 0.68 26.01 46.96 26.35

Chinese 438 2.61 1.60 15.07 39.04 44.29

Korean 194 1.16 1.03 16.49 47.42 35.05

Tagalog 144 0.86 0.70 25.17 45.45 28.67

Other 2915 17.37 2.68 26.60 42.65 28.08

Not Provided 51 0.30 15.69 35.29 33.33 15.69

Ethnicity

Native American 179 1.07 1.12 35.20 43.02 20.67

Asian 2399 14.29 1.54 21.46 42.80 34.20

Black 729 4.34 2.19 33.47 43.35 20.99

Hispanic 10932 65.13 1.61 29.93 44.91 23.55

White 1898 11.31 2.42 27.61 44.52 25.45


Multi 287 1.71 1.39 20.91 39.72 37.98

Not Provided 86 0.51 11.63 39.53 40.70 8.14


Non-Special Ed. 15504 92.37 1.34 27.17 45.21 26.28




Percentage


2

All Students 14945 100.00 1.47 33.77 44.57 20.19

Gender

Female 6915 46.27 1.30 31.61 45.29 21.80

Male 8027 53.71 1.61 35.63 43.96 18.80


Primary Language

Spanish 9986 66.82 1.25 36.37 45.21 17.16

Russian 669 4.48 0.75 24.62 45.35 29.28

Vietnamese 544 3.64 1.29 21.18 44.75 32.78

Somali 325 2.17 1.85 38.15 43.69 16.31

Ukrainian 313 2.09 1.60 22.68 48.56 27.16

Chinese 292 1.95 2.06 15.12 39.52 43.30

Korean 162 1.08 0 14.20 44.44 41.36

Tagalog 136 0.91 2.21 27.94 43.38 26.47

Other 2476 16.57 2.35 33.14 42.01 22.50

Not Provided 42 0.28 11.90 30.95 45.24 11.90

Ethnicity

Native American 188 1.26 1.60 37.43 45.99 14.97

Asian 1829 12.24 1.75 22.50 43.57 32.18

Black 626 4.19 1.76 35.94 42.81 19.49

Hispanic 9928 66.43 1.28 36.57 45.03 17.11

White 1733 11.60 1.56 27.41 44.71 26.32


Multi 278 1.86 1.80 24.46 44.24 29.50

Not Provided 60 0.40 13.33 48.33 28.33 10.00


Non-Special Ed. 13477 90.18 1.13 31.13 46.23 21.51




Percentage


3

All Students 12728 100.00 1.04 17.60 46.80 34.55

Gender

Female 5893 46.30 0.95 16.27 46.95 35.82

Male 6832 53.68 1.13 18.74 46.68 33.46


Primary Language

Spanish 8687 68.25 0.78 17.51 49.27 32.44

Russian 552 4.34 0.54 13.59 43.66 42.21

Vietnamese 404 3.17 1.24 11.63 31.19 55.94

Somali 300 2.36 3.00 23.67 45.67 27.67

Ukrainian 235 1.85 0.43 12.77 40.00 46.81

Chinese 199 1.56 1.51 14.07 36.18 48.24

Korean 116 0.91 1.72 10.34 35.34 52.59

Tagalog 131 1.03 1.53 12.21 44.27 41.98

Other 2070 16.26 1.79 20.82 43.38 34.01

Not Provided 34 0.27 8.82 26.47 29.41 35.29

Ethnicity

Native American 185 1.45 1.08 21.08 48.11 29.73

Asian 1432 11.25 1.47 14.18 38.27 46.09

Black 554 4.35 2.53 22.92 46.03 28.52

Hispanic 8526 66.99 0.76 17.60 49.07 32.56

White 1462 11.49 1.57 16.28 43.98 38.17


Multi 267 2.10 0.37 19.10 37.83 42.70

Not Provided 45 0.35 11.11 31.11 33.33 24.44


Non-Special Ed. 11164 87.71 0.77 14.81 47.72 36.70




Percentage


4

All Students 10731 100.00 3.08 11.32 74.66 10.93

Gender

Female 4895 45.62 2.39 10.50 76.00 11.11

Male 5831 54.34 3.64 12.01 73.55 10.79


Primary Language

Spanish 7328 68.29 2.83 10.64 76.30 10.23

Russian 456 4.25 1.32 9.87 73.25 15.57

Vietnamese 322 3.00 1.86 10.87 72.98 14.29

Somali 218 2.03 5.96 16.06 70.18 7.80

Ukrainian 216 2.01 1.85 4.17 77.78 16.20

Chinese 135 1.26 4.44 11.11 64.44 20.00

Korean 102 0.95 3.92 8.82 62.75 24.51

Tagalog 131 1.22 2.29 12.21 77.10 8.40

Other 1787 16.65 4.32 14.46 70.63 10.59

Not Provided 36 0.34 11.43 37.14 45.71 5.71

Ethnicity

Native American 186 1.73 1.61 15.59 75.27 7.53

Asian 1158 10.79 3.63 11.24 70.96 14.17

Black 465 4.33 5.16 15.70 70.32 8.82

Hispanic 7346 68.46 2.80 10.73 76.27 10.21

White 1097 10.22 3.19 10.31 71.99 14.51


Multi 193 1.80 3.11 8.29 75.13 13.47

Not Provided 48 0.45 16.67 27.08 47.92 8.33


Non-Special Ed. 9060 84.43 2.28 9.31 76.25 12.16




Percentage


5

All Students 9293 100.00 2.36 7.81 71.96 17.87

Gender

Female 4284 46.10 2.36 6.89 71.52 19.23

Male 5006 53.87 2.36 8.61 72.33 16.70


Primary Language

Spanish 6333 68.15 2.01 6.77 74.10 17.12

Russian 369 3.97 0.81 5.42 72.09 21.68

Vietnamese 288 3.10 3.82 9.38 63.19 23.61

Somali 209 2.25 4.31 12.92 68.42 14.35

Ukrainian 175 1.88 1.14 4.00 75.43 19.43

Chinese 137 1.47 5.11 8.76 59.85 26.28

Korean 77 0.83 1.30 10.39 61.04 27.27

Tagalog 129 1.39 0.78 10.85 68.99 19.38

Other 1558 16.77 3.53 11.49 67.01 17.97

Not Provided 18 0.19 16.67 16.67 50.00 16.67

Ethnicity

Native American 177 1.90 1.13 12.43 73.45 12.99

Asian 1080 11.62 3.15 9.35 64.91 22.59

Black 427 4.59 2.81 10.77 68.85 17.56

Hispanic 6370 68.55 2.01 6.78 74.05 17.16

White 863 9.29 2.90 7.42 68.71 20.97


Multi 121 1.30 7.44 9.09 62.81 20.66

Not Provided 37 0.40 5.41 21.62 64.86 8.11


Non-Special Ed. 7645 82.27 1.83 5.94 72.47 19.76




Percentage


6

All Students 6512 100.00 1.83 13.98 58.74 25.45

Gender

Female 2877 44.18 1.88 13.72 59.63 24.76

Male 3631 55.76 1.77 14.16 58.04 26.03


Primary Language

Spanish 4395 67.49 1.42 12.65 61.02 24.91

Russian 231 3.55 1.73 10.39 55.41 32.47

Vietnamese 172 2.64 2.91 14.53 54.07 28.49

Somali 155 2.38 2.58 18.06 56.77 22.58

Ukrainian 92 1.41 2.20 12.09 51.65 34.07

Chinese 111 1.70 4.59 18.35 36.70 40.37

Korean 61 0.94 5.08 20.34 42.37 32.20

Tagalog 101 1.55 0 13.86 68.32 17.82

Other 1172 18.00 2.56 18.45 54.82 24.17

Not Provided 22 0.34 18.18 13.64 36.36 31.82

Ethnicity

Native American 151 2.32 0.66 13.91 62.25 23.18

Asian 715 10.98 2.81 18.00 51.20 27.99

Black 334 5.13 2.69 17.66 54.49 25.15

Hispanic 4439 68.17 1.45 12.68 60.93 24.94

White 558 8.57 2.69 14.00 52.42 30.88


Multi 104 1.60 1.94 15.53 60.19 22.33

Not Provided 23 0.35 21.74 30.43 26.09 21.74


Non-Special Ed. 5051 77.56 1.45 12.28 58.39 27.88




Percentage


7

All Students 5731 100.00 1.81 12.25 54.44 31.50

Gender

Female 2563 44.72 1.29 11.59 56.85 30.28

Male 3168 55.28 2.24 12.78 52.49 32.48

Not Provided . . . .

Primary Language

Spanish 3861 67.37 1.32 10.85 56.54 31.29

Russian 166 2.90 1.81 7.23 50.60 40.36

Vietnamese 146 2.55 0.68 16.44 43.15 39.73

Somali 151 2.63 3.97 17.88 50.33 27.81

Ukrainian 75 1.31 2.67 6.67 56.00 34.67

Chinese 103 1.80 3.88 28.16 34.95 33.01

Korean 60 1.05 3.33 20.00 43.33 33.33

Tagalog 102 1.78 0.98 7.84 57.84 33.33

Other 1038 18.11 2.99 15.51 51.64 29.87

Not Provided 29 0.51 10.34 17.24 51.72 20.69

Ethnicity

Native American 148 2.58 0.68 10.14 56.08 33.11

Asian 705 12.30 2.27 17.87 47.09 32.77

Black 294 5.13 4.08 17.01 49.32 29.59

Hispanic 3884 67.77 1.42 10.89 56.28 31.41

White 454 7.92 2.42 10.79 52.86 33.92


Multi 81 1.41 1.23 13.58 51.85 33.33

Not Provided 30 0.52 13.33 26.67 36.67 23.33


Non-Special Ed. 4491 78.36 1.69 11.49 52.75 34.07




Percentage


8

All Students 5109 100.00 2.19 10.45 49.25 38.11

Gender

Female 2266 44.35 2.12 10.24 51.24 36.41

Male 2841 55.61 2.25 10.59 47.69 39.46


Primary Language

Spanish 3384 66.24 1.80 8.66 50.89 38.65

Russian 132 2.58 0.76 9.09 40.15 50.00

Vietnamese 140 2.74 4.29 18.57 40.00 37.14

Somali 127 2.49 3.94 15.75 48.03 32.28

Ukrainian 73 1.43 4.11 10.96 36.99 47.95

Chinese 117 2.29 2.56 14.53 43.59 39.32

Korean 69 1.35 0 18.84 31.88 49.28

Tagalog 94 1.84 0 7.45 50.00 42.55

Other 955 18.69 3.46 13.61 49.42 33.51

Not Provided 18 0.35 0 44.44 27.78 27.78

Ethnicity

Native American 123 2.41 0.81 8.94 56.10 34.15

Asian 673 13.17 2.67 14.12 42.94 40.27

Black 273 5.34 4.03 16.85 43.96 35.16

Hispanic 3408 66.71 1.79 8.48 51.06 38.67

White 374 7.32 4.01 13.64 41.44 40.91


Multi 68 1.33 2.94 5.88 45.59 45.59

Not Provided 33 0.65 6.06 42.42 33.33 18.18


Non-Special Ed. 3991 78.12 2.10 10.42 46.55 40.92




Percentage


9

All Students 4510 100.00 5.61 12.54 77.57 4.28

Gender

Female 1892 41.95 5.19 11.61 79.12 4.08

Male 2617 58.03 5.92 13.19 76.47 4.42


Primary Language

Spanish 2793 61.93 5.15 12.13 78.65 4.07

Russian 126 2.79 0.79 11.11 82.54 5.56

Vietnamese 156 3.46 7.69 12.18 75.00 5.13

Somali 154 3.41 7.79 12.99 74.03 5.19

Ukrainian 54 1.20 3.70 3.70 92.59 0

Chinese 101 2.24 7.00 8.00 76.00 9.00

Korean 44 0.98 2.27 9.09 81.82 6.82

Tagalog 96 2.13 0 11.46 85.42 3.13

Other 952 21.11 7.29 14.99 73.39 4.33

Not Provided 34 0.75 14.71 17.65 67.65 0

Ethnicity

Native American 87 1.93 3.49 13.95 75.58 6.98

Asian 673 14.92 6.41 14.31 74.37 4.92

Black 321 7.12 8.44 13.75 73.75 4.06

Hispanic 2824 62.62 5.16 12.00 78.71 4.13

White 362 8.03 6.37 12.74 77.01 3.88


Multi 63 1.40 3.23 12.90 75.81 8.06

Not Provided 39 0.86 12.82 20.51 64.10 2.56


Non-Special Ed. 3591 79.62 5.98 12.18 77.29 4.55




Percentage


10

All Students 3675 100.00 4.79 11.95 76.35 6.91

Gender

Female 1629 44.33 3.81 12.09 77.35 6.75

Male 2042 55.56 5.58 11.85 75.51 7.05


Primary Language

Spanish 2183 59.40 4.72 11.04 77.28 6.96

Russian 87 2.37 2.30 6.90 77.01 13.79

Vietnamese 122 3.32 9.02 13.11 73.77 4.10

Somali 154 4.19 5.19 15.58 72.08 7.14

Ukrainian 48 1.31 6.25 12.50 75.00 6.25

Chinese 78 2.12 5.13 12.82 74.36 7.69

Korean 62 1.69 1.61 6.45 83.87 8.06

Tagalog 74 2.01 1.35 6.76 82.43 9.46

Other 835 22.72 4.91 14.73 74.01 6.35

Not Provided 32 0.87 6.25 12.50 81.25 0

Ethnicity

Native American 65 1.77 7.69 7.69 78.46 6.15

Asian 584 15.89 5.48 13.53 75.00 5.99

Black 330 8.98 2.73 15.76 73.94 7.58

Hispanic 2199 59.84 4.68 11.10 77.26 6.96

White 298 8.11 5.37 10.07 74.16 10.40


Multi 51 1.39 5.88 17.65 68.63 7.84

Not Provided 39 1.06 5.13 15.38 79.49 0


Non-Special Ed. 2932 79.78 4.57 11.66 76.60 7.16




Percentage


11

All Students 2724 100.00 3.89 9.73 78.93 7.45

Gender

Female 1258 46.18 2.94 9.46 79.97 7.63

Male 1466 53.82 4.71 9.96 78.04 7.30


Primary Language

Spanish 1490 54.70 3.49 9.13 80.13 7.25

Russian 64 2.35 0 7.81 79.69 12.50

Vietnamese 133 4.88 4.51 19.55 72.18 3.76

Somali 98 3.60 5.10 8.16 82.65 4.08

Ukrainian 30 1.10 13.33 6.67 76.67 3.33

Chinese 84 3.08 3.57 11.90 73.81 10.71

Korean 45 1.65 2.22 11.11 75.56 11.11

Tagalog 73 2.68 0 0 90.41 9.59

Other 687 25.22 4.95 10.19 76.86 8.01

Not Provided 20 0.73 5.00 15.00 75.00 5.00

Ethnicity

Native American 36 1.32 2.78 2.78 75.00 19.44

Asian 555 20.37 4.14 13.15 75.50 7.21

Black 238 8.74 4.20 6.30 84.45 5.04

Hispanic 1498 54.99 3.74 9.08 79.91 7.28

White 232 8.52 2.59 8.62 75.86 12.93


Multi 45 1.65 4.44 15.56 73.33 6.67

Not Provided 27 0.99 3.70 18.52 77.78 0


Non-Special Ed. 2206 80.98 3.58 9.34 78.79 8.30




Percentage


12

All Students 2478 100.00 3.07 8.56 81.03 7.34

Gender

Female 1170 47.22 2.39 7.44 83.08 7.09

Male 1307 52.74 3.67 9.56 79.19 7.57


Primary Language

Spanish 1301 52.50 2.61 7.15 82.40 7.84

Russian 49 1.98 2.04 4.08 85.71 8.16

Vietnamese 135 5.45 5.19 9.63 80.00 5.19

Somali 97 3.91 6.19 10.31 79.38 4.12

Ukrainian 21 0.85 4.76 14.29 80.95 0

Chinese 93 3.75 1.08 13.98 78.49 6.45

Korean 43 1.74 0 6.98 90.70 2.33

Tagalog 47 1.90 4.26 2.13 85.11 8.51

Other 667 26.92 3.45 10.19 78.41 7.95

Not Provided 25 1.01 4.00 24.00 68.00 4.00

Ethnicity

Native American 32 1.29 3.13 9.38 78.13 9.38

Asian 540 21.79 3.89 9.26 81.30 5.56

Black 265 10.69 3.77 9.43 79.62 7.17

Hispanic 1317 53.15 2.66 7.74 82.00 7.59

White 182 7.34 2.20 7.69 78.57 11.54


Multi 36 1.45 5.56 11.11 80.56 2.78

Not Provided 27 1.09 3.70 18.52 70.37 7.41


Non-Special Ed. 2030 81.92 2.07 7.83 82.12 7.98


Table 180. Subgroup Performance Level Distributions, Speaking, Kindergarten


Percentage


K

All Students 16856 100.00 3.83 47.03 43.96 5.17

Gender

Female 8229 48.82 3.88 43.63 46.10 6.39

Male 8622 51.15 3.79 50.27 41.93 4.02


Primary Language

Spanish 10495 62.26 4.51 50.26 41.00 4.23

Russian 804 4.77 4.48 53.73 37.31 4.48

Vietnamese 635 3.77 3.31 45.04 45.51 6.14

Somali 389 2.31 1.29 46.53 48.33 3.86

Ukrainian 354 2.10 5.10 50.99 40.79 3.12

Chinese 489 2.90 4.30 34.84 53.28 7.58

Korean 237 1.41 0.84 35.86 56.96 6.33

Tagalog 112 0.66 0.89 52.68 41.96 4.46

Other 3293 19.54 1.88 37.56 52.39 8.17

Not Provided 48 0.28 14.58 45.83 37.50 2.08

Ethnicity

Native American 172 1.02 0.58 46.51 44.77 8.14

Asian 2643 15.68 2.50 37.66 52.12 7.72

Black 824 4.89 1.46 42.11 49.64 6.80

Hispanic 10486 62.21 4.52 49.95 41.26 4.27

White 2096 12.43 3.68 46.99 44.41 4.92


Multi 280 1.66 0.71 33.93 53.21 12.14

Not Provided 81 0.48 12.35 59.26 27.16 1.23


Non-Special Ed. 15624 92.69 3.49 45.18 45.86 5.47


Table 181. Subgroup Performance Level Distributions, Speaking, Grade 1


Percentage


1

All Students 16787 100.00 1.40 27.10 54.59 16.91

Gender

Female 8198 48.84 1.45 24.67 54.99 18.89

Male 8580 51.11 1.35 29.40 54.21 15.03


Primary Language

Spanish 10942 65.18 1.46 29.23 54.60 14.71

Russian 828 4.93 1.57 25.76 53.20 19.47

Vietnamese 662 3.94 0.91 22.24 55.22 21.63

Somali 321 1.91 1.25 26.17 56.39 16.20

Ukrainian 297 1.77 0.34 21.62 60.47 17.57

Chinese 437 2.60 2.29 19.04 52.98 25.69

Korean 193 1.15 1.04 24.35 51.30 23.32

Tagalog 144 0.86 0.69 25.00 58.33 15.97

Other 2913 17.35 1.20 22.68 54.36 21.75

Not Provided 50 0.30 8.00 30.00 48.00 14.00

Ethnicity

Native American 180 1.07 0 32.78 53.89 13.33

Asian 2396 14.27 1.09 21.20 54.14 23.58

Black 730 4.35 1.10 20.41 58.36 20.14

Hispanic 10933 65.13 1.38 29.28 54.53 14.81

White 1901 11.32 1.95 23.38 55.45 19.22


Multi 287 1.71 1.05 18.47 52.96 27.53

Not Provided 86 0.51 9.30 39.53 40.70 10.47


Non-Special Ed. 15502 92.35 1.23 25.03 55.95 17.79




Percentage


2

All Students 14946 100.00 1.40 18.24 53.69 26.67

Gender

Female 6915 46.27 1.56 17.69 52.88 27.87

Male 8028 53.71 1.25 18.71 54.40 25.65


Primary Language

Spanish 9986 66.81 1.25 19.56 54.83 24.35

Russian 669 4.48 0.75 14.41 53.00 31.83

Vietnamese 544 3.64 0.92 12.68 54.23 32.17

Somali 326 2.18 1.84 14.72 59.82 23.62

Ukrainian 312 2.09 1.60 11.86 55.13 31.41

Chinese 292 1.95 3.10 11.03 51.03 34.83

Korean 162 1.08 2.47 13.58 46.91 37.04

Tagalog 138 0.92 3.62 18.84 53.62 23.91

Other 2475 16.56 1.62 17.57 49.07 31.74

Not Provided 42 0.28 11.90 16.67 45.24 26.19

Ethnicity

Native American 187 1.25 0.53 16.04 51.87 31.55

Asian 1832 12.26 1.69 14.43 51.07 32.80

Black 628 4.20 1.59 14.81 55.41 28.18

Hispanic 9925 66.41 1.25 19.80 54.51 24.44

White 1732 11.59 1.56 15.04 51.94 31.46


Multi 278 1.86 1.44 10.79 48.56 39.21

Not Provided 62 0.41 17.74 25.81 43.55 12.90


Non-Special Ed. 13478 90.18 1.29 16.45 54.19 28.06




Percentage


3

All Students 12714 100.00 1.47 12.18 50.18 36.16

Gender

Female 5897 46.38 1.71 11.62 49.23 37.44

Male 6814 53.59 1.26 12.67 51.01 35.06


Primary Language

Spanish 8679 68.26 1.21 12.32 51.83 34.65

Russian 552 4.34 0.91 10.69 45.11 43.30

Vietnamese 403 3.17 1.49 9.93 45.66 42.93

Somali 299 2.35 1.34 16.05 50.84 31.77

Ukrainian 235 1.85 2.13 7.66 48.51 41.70

Chinese 197 1.55 1.02 16.24 38.58 44.16

Korean 117 0.92 2.56 11.97 49.57 35.90

Tagalog 131 1.03 1.53 12.21 48.85 37.40

Other 2066 16.25 2.37 11.86 47.29 38.48

Not Provided 35 0.28 17.14 22.86 22.86 37.14

Ethnicity

Native American 183 1.44 0.55 10.38 50.82 38.25

Asian 1431 11.26 1.26 11.46 48.36 38.92

Black 551 4.33 2.36 13.97 47.19 36.48

Hispanic 8516 66.98 1.29 12.32 51.75 34.64

White 1462 11.50 2.33 11.08 45.90 40.70


Multi 268 2.11 1.12 8.21 41.04 49.63

Not Provided 46 0.36 15.22 21.74 28.26 34.78


Non-Special Ed. 11157 87.75 1.43 10.55 49.80 38.23




Percentage Level 1 Level 2 Level 3 Level 4

4

All Students 10724 100.00 1.39 15.51 62.83 20.26

Gender

Female 4891 45.61 1.25 14.43 64.12 20.19

Male 5828 54.35 1.50 16.41 61.75 20.34


Primary Language

Spanish 7322 68.28 1.25 15.56 64.42 18.78

Russian 452 4.21 0.66 10.40 63.72 25.22

Vietnamese 323 3.01 2.48 9.60 61.30 26.63

Somali 218 2.03 0.92 19.27 60.55 19.27

Ukrainian 216 2.01 0.93 9.72 63.43 25.93

Chinese 134 1.25 2.99 16.42 54.48 26.12

Korean 103 0.96 1.94 16.50 56.31 25.24

Tagalog 131 1.22 1.54 10.00 64.62 23.85

Other 1788 16.67 1.68 17.97 57.83 22.52

Not Provided 37 0.35 13.51 27.03 45.95 13.51

Ethnicity

Native American 185 1.73 0 24.46 55.43 20.11

Asian 1162 10.84 2.16 13.19 58.62 26.03

Black 465 4.34 1.51 18.06 59.78 20.65

Hispanic 7339 68.44 1.24 15.75 64.28 18.73

White 1093 10.19 1.56 12.63 61.12 24.70


Multi 193 1.80 0 10.36 62.18 27.46

Not Provided 49 0.46 16.33 16.33 55.10 12.24


Non-Special Ed. 9051 84.40 1.35 12.15 63.94 22.55




Percentage


5

All Students 9294 100.00 1.27 9.97 60.62 28.14

Gender

Female 4284 46.09 1.52 9.64 60.55 28.29

Male 5007 53.87 1.06 10.27 60.68 28.00


Primary Language

Spanish 6336 68.17 1.20 8.78 62.59 27.43

Russian 369 3.97 0.27 7.59 59.89 32.25

Vietnamese 289 3.11 1.73 12.80 55.36 30.10

Somali 208 2.24 0.96 13.94 57.21 27.88

Ukrainian 175 1.88 3.43 4.57 56.57 35.43

Chinese 137 1.47 2.19 16.79 57.66 23.36

Korean 77 0.83 0 12.99 46.75 40.26

Tagalog 129 1.39 0.78 9.30 58.14 31.78

Other 1556 16.74 1.35 14.33 55.85 28.47

Not Provided 18 0.19 16.67 5.56 55.56 22.22

Ethnicity

Native American 177 1.90 0.56 15.25 56.50 27.68

Asian 1079 11.61 1.20 12.88 56.53 29.38

Black 430 4.63 1.40 10.70 56.98 30.93

Hispanic 6372 68.56 1.27 8.65 62.37 27.72

White 863 9.29 1.62 11.24 55.85 31.29

Hawaiian/Pacific 217 2.33 0 17.05 62.21 20.74

Multi 120 1.29 0.83 16.67 59.17 23.33

Not Provided 36 0.39 5.56 27.78 47.22 19.44


Non-Special Ed. 7642 82.23 1.28 7.54 59.91 31.27




Percentage


6

All Students 6496 100.00 1.92 12.19 51.91 33.98

Gender

Female 2868 44.15 2.00 11.11 53.94 32.95

Male 3624 55.79 1.83 13.03 50.33 34.80


Primary Language

Spanish 4386 67.52 1.77 10.22 53.35 34.66

Russian 228 3.51 0.88 8.33 50.00 40.79

Vietnamese 170 2.62 2.94 8.82 47.65 40.59

Somali 156 2.40 1.28 21.79 50.64 26.28

Ukrainian 93 1.43 2.20 7.69 49.45 40.66

Chinese 111 1.71 1.82 15.45 50.91 31.82

Korean 59 0.91 3.45 15.52 48.28 32.76

Tagalog 101 1.55 0.99 11.88 53.47 33.66

Other 1171 18.03 2.23 19.47 48.28 30.02

Not Provided 21 0.32 23.81 9.52 38.10 28.57

Ethnicity

Native American 152 2.34 0.66 23.68 49.34 26.32

Asian 711 10.95 2.54 14.39 50.07 33.00

Black 336 5.17 1.49 21.43 47.92 29.17

Hispanic 4429 68.18 1.79 10.38 53.34 34.49

White 556 8.56 1.99 12.66 46.47 38.88


Multi 103 1.59 1.94 14.56 51.46 32.04

Not Provided 23 0.35 21.74 21.74 43.48 13.04


Non-Special Ed. 5037 77.54 1.94 9.86 51.09 37.12




Percentage


7

All Students 5715 100.00 2.40 10.74 47.09 39.77

Gender

Female 2557 44.74 2.27 9.89 46.97 40.87

Male 3158 55.26 2.50 11.43 47.18 38.89


Primary Language

Spanish 3847 67.31 2.24 8.63 46.82 42.32

Russian 167 2.92 1.80 3.59 48.50 46.11

Vietnamese 148 2.59 4.05 10.81 47.30 37.84

Somali 150 2.62 4.00 20.00 48.00 28.00

Ukrainian 75 1.31 2.67 9.33 42.67 45.33

Chinese 103 1.80 1.94 29.13 43.69 25.24

Korean 58 1.01 6.90 12.07 37.93 43.10

Tagalog 102 1.78 0.98 4.90 50.98 43.14

Other 1036 18.13 2.22 17.08 48.55 32.14

Not Provided 29 0.51 13.79 13.79 44.83 27.59

Ethnicity

Native American 149 2.61 0.67 14.77 54.36 30.20

Asian 704 12.32 3.27 16.19 46.73 33.81

Black 291 5.09 3.09 20.62 47.77 28.52

Hispanic 3872 67.75 2.30 8.73 46.72 42.25

White 453 7.93 1.77 9.49 46.58 42.16


Multi 79 1.38 2.53 8.86 49.37 39.24

Not Provided 30 0.52 13.33 20.00 46.67 20.00


Non-Special Ed. 4476 78.32 2.48 9.90 45.11 42.52




Percentage


8

All Students 5109 100.00 2.25 9.43 43.12 45.19

Gender

Female 2267 44.37 2.38 8.82 41.69 47.11

Male 2840 55.59 2.15 9.89 44.30 43.66


Primary Language

Spanish 3384 66.24 2.33 6.59 42.52 48.55

Russian 131 2.56 0.76 8.40 49.62 41.22

Vietnamese 140 2.74 2.14 11.43 52.14 34.29

Somali 129 2.52 0.78 20.16 50.39 28.68

Ukrainian 73 1.43 4.11 13.70 43.84 38.36

Chinese 117 2.29 0.85 20.51 46.15 32.48

Korean 68 1.33 1.47 14.71 41.18 42.65

Tagalog 94 1.84 0 10.64 41.49 47.87

Other 957 18.73 2.51 15.57 42.63 39.29

Not Provided 16 0.31 12.50 18.75 0 68.75

Ethnicity

Native American 124 2.43 0.81 17.74 49.19 32.26

Asian 673 13.17 1.34 14.26 45.17 39.23

Black 274 5.36 1.82 18.61 46.72 32.85

Hispanic 3408 66.71 2.29 6.57 42.43 48.71

White 374 7.32 2.94 14.44 43.32 39.30


Multi 67 1.31 5.97 7.46 43.28 43.28

Not Provided 32 0.63 12.50 28.13 21.88 37.50


Non-Special Ed. 3982 77.94 2.54 9.67 40.83 46.96




Percentage


9

All Students 4494 100.00 6.31 20.06 44.30 29.33

Gender

Female 1883 41.90 7.25 19.55 46.19 27.01

Male 2610 58.08 5.64 20.39 42.95 31.02


Primary Language

Spanish 2783 61.93 6.55 16.82 46.20 30.43

Russian 125 2.78 3.23 10.48 44.35 41.94

Vietnamese 156 3.47 7.05 27.56 35.90 29.49

Somali 156 3.47 7.05 34.62 33.97 24.36

Ukrainian 54 1.20 5.56 12.96 42.59 38.89

Chinese 100 2.23 5.10 28.57 52.04 14.29

Korean 44 0.98 9.09 11.36 56.82 22.73

Tagalog 96 2.14 0 27.08 39.58 33.33

Other 946 21.05 5.95 26.25 41.34 26.46

Not Provided 34 0.76 20.59 23.53 35.29 20.59

Ethnicity

Native American 85 1.89 1.19 20.24 46.43 32.14

Asian 670 14.91 6.31 27.48 40.99 25.23

Black 318 7.08 5.97 34.91 35.85 23.27

Hispanic 2813 62.59 6.55 16.93 46.06 30.46

White 363 8.08 6.91 16.57 43.09 33.43


Multi 67 1.49 3.03 13.64 48.48 34.85

Not Provided 39 0.87 15.38 30.77 43.59 10.26


Non-Special Ed. 3579 79.64 7.42 20.98 41.49 30.11




Percentage


10

All Students 3680 100.00 4.10 21.22 44.40 30.27

Gender

Female 1624 44.13 4.13 21.80 44.83 29.25

Male 2052 55.76 4.09 20.81 44.05 31.04


Primary Language

Spanish 2181 59.27 4.36 17.74 46.22 31.68

Russian 87 2.36 1.15 12.64 47.13 39.08

Vietnamese 122 3.32 4.92 29.51 44.26 21.31

Somali 155 4.21 5.81 36.13 30.97 27.10

Ukrainian 48 1.30 2.08 22.92 43.75 31.25

Chinese 80 2.17 6.25 35.00 43.75 15.00

Korean 62 1.68 0 20.97 54.84 24.19

Tagalog 75 2.04 0 10.67 50.67 38.67

Other 840 22.83 3.81 26.55 41.07 28.57

Not Provided 30 0.82 6.67 26.67 33.33 33.33

Ethnicity

Native American 67 1.82 1.49 14.93 35.82 47.76

Asian 589 16.01 4.24 27.33 45.33 23.09

Black 332 9.02 3.61 34.34 33.13 28.92

Hispanic 2196 59.67 4.42 17.76 46.22 31.60

White 299 8.13 2.68 19.06 45.82 32.44


Multi 51 1.39 5.88 15.69 49.02 29.41

Not Provided 38 1.03 5.26 36.84 31.58 26.32


Non-Special Ed. 2938 79.84 4.56 21.78 43.57 30.09




Percentage


11

All Students 2724 100.00 2.61 19.46 46.70 31.24

Gender

Female 1258 46.18 2.54 18.60 48.89 29.97

Male 1466 53.82 2.66 20.19 44.82 32.33


Primary Language

Spanish 1486 54.55 3.16 16.35 47.17 33.31

Russian 64 2.35 0 15.63 45.31 39.06

Vietnamese 133 4.88 3.76 33.08 39.85 23.31

Somali 100 3.67 1.00 30.00 36.00 33.00

Ukrainian 31 1.14 3.23 32.26 32.26 32.26

Chinese 84 3.08 1.19 27.38 52.38 19.05

Korean 45 1.65 0 11.11 66.67 22.22

Tagalog 73 2.68 0 12.33 49.32 38.36

Other 687 25.22 2.18 22.56 46.29 28.97

Not Provided 21 0.77 4.76 4.76 71.43 19.05

Ethnicity

Native American 37 1.36 0 10.81 48.65 40.54

Asian 555 20.37 1.98 23.60 48.65 25.77

Black 239 8.77 2.09 27.62 39.75 30.54

Hispanic 1494 54.85 3.15 16.47 47.19 33.20

White 234 8.59 0.85 21.37 44.44 33.33


Multi 46 1.69 0 15.22 47.83 36.96

Not Provided 28 1.03 7.14 21.43 57.14 14.29


Non-Special Ed. 2211 81.17 2.76 19.86 46.59 30.80




Percentage


12

All Students 2485 100.00 1.77 18.75 46.64 32.84

Gender

Female 1174 47.24 1.36 19.25 48.98 30.41

Male 1310 52.72 2.14 18.32 44.50 35.04


Primary Language

Spanish 1305 52.52 1.30 13.64 48.58 36.48

Russian 49 1.97 0 2.04 36.73 61.22

Vietnamese 134 5.39 2.99 29.85 46.27 20.90

Somali 98 3.94 6.12 29.59 37.76 26.53

Ukrainian 20 0.80 5.00 25.00 40.00 30.00

Chinese 95 3.82 4.21 33.68 48.42 13.68

Korean 43 1.73 0 11.63 65.12 23.26

Tagalog 48 1.93 4.17 18.75 47.92 29.17

Other 669 26.92 1.49 23.62 43.80 31.09

Not Provided 24 0.97 0 37.50 41.67 20.83

Ethnicity

Native American 32 1.29 0 12.50 43.75 43.75

Asian 542 21.81 2.95 26.57 45.94 24.54

Black 266 10.70 2.63 27.82 42.11 27.44

Hispanic 1323 53.24 1.44 14.13 48.37 36.05

White 182 7.32 1.10 12.09 41.76 45.05


Multi 36 1.45 0 16.67 50.00 33.33

Not Provided 26 1.05 0 34.62 50.00 15.38


Non-Special Ed. 2039 82.05 1.18 19.62 46.25 32.96


Table 193. Subgroup Performance Level Distributions, Reading, Kindergarten


Percentage


K

All Students 16869 100.00 8.05 48.09 35.40 8.47

Gender

Female 8239 48.84 7.08 46.96 37.54 8.42

Male 8625 51.13 8.96 49.17 33.36 8.51


Primary Language

Spanish 10501 62.25 8.68 54.90 33.23 3.20

Russian 805 4.77 7.70 41.12 43.11 8.07

Vietnamese 635 3.76 7.24 37.32 41.89 13.54

Somali 391 2.32 9.97 50.13 32.48 7.42

Ukrainian 354 2.10 4.84 48.43 42.74 3.99

Chinese 487 2.89 3.70 19.92 37.37 39.01

Korean 238 1.41 3.36 20.59 40.76 35.29

Tagalog 112 0.66 5.36 35.71 43.75 15.18

Other 3298 19.55 7.25 36.48 37.88 18.39

Not Provided 48 0.28 22.92 47.92 27.08 2.08

Ethnicity

Native American 171 1.01 8.77 64.33 22.81 4.09

Asian 2642 15.66 5.04 28.06 39.42 27.49

Black 832 4.93 8.17 43.15 37.14 11.54

Hispanic 10495 62.21 8.70 54.65 33.40 3.25

White 2096 12.43 6.83 42.14 41.90 9.13


Multi 279 1.65 7.53 32.97 41.58 17.92

Not Provided 81 0.48 24.69 51.85 20.99 2.47


Non-Special Ed. 15642 92.73 7.11 47.52 36.47 8.90


Table 194. Subgroup Performance Level Distributions, Reading, Grade 1


Percentage


1

All Students 16802 100.00 1.61 27.60 50.95 19.84

Gender

Female 8201 48.81 1.14 25.89 52.36 20.62

Male 8592 51.14 2.06 29.22 49.62 19.10


Primary Language

Spanish 10954 65.19 1.46 31.56 50.62 16.36

Russian 829 4.93 1.81 21.11 55.13 21.95

Vietnamese 662 3.94 1.21 17.40 52.65 28.74

Somali 321 1.91 1.56 25.55 52.96 19.94

Ukrainian 296 1.76 2.70 19.93 56.76 20.61

Chinese 438 2.61 0.69 11.44 48.28 39.59

Korean 194 1.15 1.03 9.28 48.45 41.24

Tagalog 144 0.86 0.69 13.89 56.94 28.47

Other 2913 17.34 2.10 22.20 50.17 25.53

Not Provided 51 0.30 13.73 29.41 47.06 9.80

Ethnicity

Native American 178 1.06 5.06 39.33 42.70 12.92

Asian 2401 14.29 1.29 14.64 51.04 33.03

Black 731 4.35 1.64 21.92 55.07 21.37

Hispanic 10949 65.16 1.46 31.41 50.63 16.50

White 1896 11.28 1.90 22.84 52.53 22.73


Multi 287 1.71 1.74 25.09 50.87 22.30

Not Provided 85 0.51 10.59 30.59 47.06 11.76


Non-Special Ed. 15517 92.35 1.04 26.08 52.33 20.56




Percentage


2

All Students 14967 100.00 6.82 34.59 43.50 15.09

Gender

Female 6921 46.24 5.46 32.69 45.88 15.97

Male 8043 53.74 8.00 36.19 41.47 14.34


Primary Language

Spanish 9999 66.81 7.28 37.56 43.37 11.79

Russian 669 4.47 6.13 27.35 46.19 20.33

Vietnamese 547 3.65 3.11 22.12 46.07 28.70

Somali 326 2.18 6.13 34.66 45.09 14.11

Ukrainian 312 2.08 5.77 32.05 46.15 16.03

Chinese 292 1.95 4.79 16.10 42.47 36.64

Korean 163 1.09 3.07 15.34 50.92 30.67

Tagalog 138 0.92 4.35 22.46 46.38 26.81

Other 2479 16.56 6.78 31.52 41.77 19.94

Not Provided 42 0.28 9.52 47.62 38.10 4.76

Ethnicity

Native American 191 1.28 7.85 47.64 34.03 10.47

Asian 1834 12.25 4.31 20.12 44.93 30.64

Black 629 4.20 7.63 31.32 45.63 15.42

Hispanic 9941 66.42 7.27 37.91 43.09 11.72

White 1733 11.58 6.64 29.14 44.72 19.50


Multi 278 1.86 3.96 33.81 45.32 16.91

Not Provided 59 0.39 16.95 47.46 28.81 6.78


Non-Special Ed. 13496 90.17 5.43 32.53 45.66 16.37




Percentage


3

All Students 12743 100.00 3.20 15.88 44.18 36.74

Gender

Female 5901 46.31 2.42 13.62 43.92 40.03

Male 6839 53.67 3.87 17.79 44.42 33.91


Primary Language

Spanish 8700 68.27 2.97 16.40 47.03 33.60

Russian 552 4.33 3.26 13.04 37.14 46.56

Vietnamese 404 3.17 2.23 8.17 35.89 53.71

Somali 300 2.35 5.00 16.33 39.67 39.00

Ukrainian 235 1.84 2.55 11.06 38.30 48.09

Chinese 200 1.57 3.00 11.00 30.00 56.00

Korean 116 0.91 3.45 3.45 36.21 56.90

Tagalog 131 1.03 0.76 9.92 41.22 48.09

Other 2071 16.25 4.15 17.87 39.30 38.68

Not Provided 34 0.27 14.71 20.59 26.47 38.24

Ethnicity

Native American 186 1.46 4.30 27.96 41.94 25.81

Asian 1434 11.25 2.37 11.37 35.15 51.12

Black 554 4.35 4.51 15.70 38.99 40.79

Hispanic 8539 67.01 3.03 16.44 46.79 33.74

White 1461 11.47 3.70 14.72 39.70 41.89


Multi 267 2.10 2.25 17.23 47.19 33.33

Not Provided 45 0.35 15.56 28.89 24.44 31.11


Non-Special Ed. 11176 87.70 1.90 12.32 45.63 40.15




Percentage


4

All Students 10732 100.00 2.17 16.95 61.19 19.69

Gender

Female 4899 45.65 1.78 14.37 63.14 20.71

Male 5828 54.30 2.50 19.10 59.58 18.83


Primary Language

Spanish 7329 68.29 1.97 17.23 63.55 17.25

Russian 456 4.25 1.10 12.09 64.18 22.64

Vietnamese 323 3.01 0.93 8.67 47.99 42.41

Somali 218 2.03 3.67 23.85 59.63 12.84

Ukrainian 216 2.01 0.46 9.26 62.96 27.31

Chinese 135 1.26 2.99 16.42 47.01 33.58

Korean 102 0.95 0.98 12.75 46.08 40.20

Tagalog 131 1.22 1.54 6.15 58.46 33.85

Other 1786 16.64 3.37 19.24 55.69 21.70

Not Provided 36 0.34 11.11 38.89 41.67 8.33

Ethnicity

Native American 185 1.72 3.78 27.57 57.30 11.35

Asian 1159 10.80 2.16 11.93 50.48 35.44

Black 465 4.33 4.09 21.08 58.06 16.77

Hispanic 7347 68.46 2.02 17.46 63.27 17.25

White 1097 10.22 1.73 13.69 60.86 23.72


Multi 193 1.80 2.08 17.71 58.85 21.35

Not Provided 48 0.45 10.42 31.25 50.00 8.33


Non-Special Ed. 9063 84.45 1.21 12.35 63.77 22.67




Percentage


5

All Students 9298 100.00 1.46 10.28 52.88 35.37

Gender

Female 4287 46.11 1.35 8.40 53.30 36.95

Male 5008 53.86 1.56 11.90 52.52 34.03


Primary Language

Spanish 6338 68.17 1.10 9.83 55.55 33.51

Russian 368 3.96 1.36 6.52 50.54 41.58

Vietnamese 288 3.10 3.13 7.64 37.50 51.74

Somali 207 2.23 2.90 14.49 52.17 30.43

Ukrainian 175 1.88 2.86 5.71 49.71 41.71

Chinese 137 1.47 2.92 7.30 43.07 46.72

Korean 77 0.83 6.49 40.26 53.25

Tagalog 129 1.39 0.78 4.65 44.96 49.61

Other 1561 16.79 2.05 14.29 48.30 35.36

Not Provided 18 0.19 22.22 16.67 27.78 33.33

Ethnicity

Native American 178 1.91 1.12 21.91 49.44 27.53

Asian 1080 11.62 1.67 8.80 41.67 47.87

Black 427 4.59 1.41 13.11 52.22 33.26

Hispanic 6375 68.56 1.11 10.01 55.42 33.46

White 863 9.28 3.01 8.23 48.32 40.44


Multi 121 1.30 4.13 15.70 48.76 31.40

Not Provided 37 0.40 8.11 18.92 48.65 24.32


Non-Special Ed. 7652 82.30 0.91 6.80 51.48 40.81




Percentage


6

All Students 6521 100.00 4.37 13.41 67.32 14.89

Gender

Female 2879 44.15 3.10 11.36 70.35 15.19

Male 3638 55.79 5.36 15.06 64.94 14.64


Primary Language

Spanish 4400 67.47 3.79 13.52 69.70 12.99

Russian 230 3.53 1.32 10.96 67.98 19.74

Vietnamese 172 2.64 3.49 8.14 59.30 29.07

Somali 156 2.39 7.74 13.55 64.52 14.19

Ukrainian 93 1.43 6.45 11.83 64.52 17.20

Chinese 111 1.70 4.50 9.01 50.45 36.04

Korean 60 0.92 3.39 10.17 44.07 42.37

Tagalog 101 1.55 1.98 7.92 67.33 22.77

Other 1176 18.03 6.66 15.53 62.88 14.93

Not Provided 22 0.34 18.18 9.09 63.64 9.09

Ethnicity

Native American 151 2.32 5.96 19.87 67.55 6.62

Asian 715 10.96 4.62 9.52 59.52 26.33

Black 336 5.15 8.11 12.61 62.76 16.52

Hispanic 4444 68.15 3.93 13.72 69.39 12.96

White 558 8.56 4.50 13.33 64.32 17.84


Multi 105 1.61 3.81 17.14 60.00 19.05

Not Provided 23 0.35 17.39 21.74 43.48 17.39


Non-Special Ed. 5054 77.50 2.68 9.87 69.48 17.96




Percentage


7

All Students 5733 100.00 3.10 10.62 62.25 24.02

Gender

Female 2564 44.72 2.07 8.58 64.98 24.38

Male 3169 55.28 3.94 12.28 60.05 23.73


Primary Language

Spanish 3865 67.42 2.54 10.12 64.81 22.54

Russian 166 2.90 0.60 7.83 60.24 31.33

Vietnamese 145 2.53 2.07 4.83 51.03 42.07

Somali 151 2.63 7.28 12.58 60.26 19.87

Ukrainian 75 1.31 6.67 2.67 64.00 26.67

Chinese 103 1.80 3.88 18.45 38.83 38.83

Korean 58 1.01 0 13.79 34.48 51.72

Tagalog 102 1.78 3.92 2.94 53.92 39.22

Other 1039 18.12 4.91 13.28 59.58 22.23

Not Provided 29 0.51 3.45 31.03 58.62 6.90

Ethnicity

Native American 148 2.58 3.38 16.89 63.51 16.22

Asian 702 12.24 3.28 11.11 50.43 35.19

Black 295 5.15 6.10 12.20 58.98 22.71

Hispanic 3888 67.82 2.67 10.19 64.71 22.43

White 453 7.90 4.64 8.39 59.82 27.15


Multi 81 1.41 3.70 13.58 60.49 22.22

Not Provided 30 0.52 6.67 36.67 50.00 6.67


Non-Special Ed. 4495 78.41 2.25 8.25 61.36 28.14




Percentage


8

All Students 5117 100.00 1.90 7.99 55.40 34.71

Gender

Female 2269 44.34 1.41 6.65 55.31 36.62

Male 2846 55.62 2.28 9.07 55.45 33.20


Primary Language

Spanish 3387 66.19 1.48 7.38 57.66 33.48

Russian 132 2.58 0 6.82 50.76 42.42

Vietnamese 141 2.76 2.13 5.67 46.10 46.10

Somali 129 2.52 3.10 15.50 55.04 26.36

Ukrainian 73 1.43 5.48 6.85 54.79 32.88

Chinese 116 2.27 2.59 5.17 42.24 50.00

Korean 69 1.35 1.45 4.35 33.33 60.87

Tagalog 94 1.84 0 2.13 48.94 48.94

Other 958 18.72 3.34 10.86 53.55 32.25

Not Provided 18 0.35 0 11.11 44.44 44.44

Ethnicity

Native American 124 2.42 3.23 12.10 58.06 26.61

Asian 674 13.17 1.78 6.23 45.25 46.74

Black 275 5.37 3.27 12.73 53.45 30.55

Hispanic 3411 66.66 1.55 7.42 57.14 33.89

White 376 7.35 3.46 9.84 55.32 31.38


Multi 68 1.33 1.47 8.82 54.41 35.29

Not Provided 33 0.64 0 24.24 57.58 18.18


Non-Special Ed. 3994 78.05 1.50 6.61 52.10 39.78




Percentage Level 1 Level 2 Level 3 Level 4

9

All Students 4513 100.00 5.06 24.88 63.28 6.78

Gender

Female 1898 42.06 3.65 22.24 67.35 6.76

Male 2614 57.92 6.10 26.79 60.32 6.79


Primary Language

Spanish 2796 61.95 4.35 23.32 65.92 6.41

Russian 126 2.79 8.87 16.13 70.16 4.84

Vietnamese 156 3.46 3.23 27.10 59.35 10.32

Somali 155 3.43 10.97 37.42 47.10 4.52

Ukrainian 54 1.20 1.85 20.37 74.07 3.70

Chinese 100 2.22 2.02 23.23 54.55 20.20

Korean 44 0.97 4.55 13.64 72.73 9.09

Tagalog 96 2.13 1.04 16.67 79.17 3.13

Other 952 21.09 6.46 29.42 57.04 7.09

Not Provided 34 0.75 17.65 41.18 38.24 2.94

Ethnicity

Native American 86 1.91 9.52 22.62 59.52 8.33

Asian 673 14.91 4.33 25.07 60.75 9.85

Black 322 7.13 9.35 32.71 50.47 7.48

Hispanic 2826 62.62 4.45 23.42 65.72 6.41

White 364 8.07 6.94 25.56 62.78 4.72


Multi 62 1.37 6.56 18.03 67.21 8.20

Not Provided 39 0.86 12.82 51.28 33.33 2.56


Non-Special Ed. 3593 79.61 4.56 23.05 64.58 7.81




Percentage


10

All Students 3685 100.00 4.02 21.36 64.71 9.91

Gender

Female 1629 44.21 3.13 19.28 67.03 10.56

Male 2052 55.69 4.73 23.06 62.85 9.36


Primary Language

Spanish 2189 59.40 4.07 19.51 66.33 10.10

Russian 86 2.33 1.16 11.63 79.07 8.14

Vietnamese 122 3.31 2.46 23.77 64.75 9.02

Somali 154 4.18 5.84 33.12 54.55 6.49

Ukrainian 48 1.30 8.33 16.67 68.75 6.25

Chinese 78 2.12 6.41 19.23 58.97 15.38

Korean 62 1.68 1.61 9.68 70.97 17.74

Tagalog 75 2.04 1.33 13.33 65.33 20.00

Other 839 22.77 3.94 26.61 60.86 8.59

Not Provided 32 0.87 6.25 25.00 59.38 9.38

Ethnicity

Native American 65 1.76 1.54 26.15 64.62 7.69

Asian 587 15.93 3.92 22.35 62.80 10.92

Black 329 8.93 4.56 28.27 58.97 8.21

Hispanic 2206 59.86 3.99 19.58 66.09 10.34

White 298 8.09 4.03 17.79 67.79 10.40


Multi 51 1.38 1.96 31.37 58.82 7.84

Not Provided 39 1.06 5.13 30.77 53.85 10.26


Non-Special Ed. 2939 79.76 3.37 19.91 65.32 11.40




Percentage


11

All Students 2731 100.00 2.75 16.99 66.72 13.55

Gender

Female 1260 46.14 2.22 14.21 66.75 16.83

Male 1471 53.86 3.20 19.37 66.69 10.74


Primary Language

Spanish 1496 54.78 2.54 15.91 68.25 13.30

Russian 64 2.34 3.13 21.88 59.38 15.63

Vietnamese 133 4.87 3.76 16.54 66.17 13.53

Somali 98 3.59 6.12 23.47 58.16 12.24

Ukrainian 30 1.10 0 23.33 70.00 6.67

Chinese 84 3.08 0 17.86 64.29 17.86

Korean 45 1.65 0 4.44 66.67 28.89

Tagalog 74 2.71 0 8.11 75.68 16.22

Other 686 25.12 3.35 19.53 64.58 12.54

Not Provided 21 0.77 4.76 14.29 66.67 14.29

Ethnicity

Native American 35 1.28 2.86 17.14 71.43 8.57

Asian 557 20.40 2.33 14.90 64.81 17.95

Black 238 8.71 4.20 21.01 63.03 11.76

Hispanic 1504 55.07 2.53 16.02 68.28 13.16

White 232 8.50 2.16 21.12 64.66 12.07


Multi 45 1.65 6.67 17.78 62.22 13.33

Not Provided 28 1.03 3.57 25.00 60.71 10.71


Non-Special Ed. 2212 81.00 2.22 16.00 65.96 15.82




Percentage


12

All Students 2488 100.00 2.37 15.72 66.64 15.27

Gender

Female 1174 47.19 1.62 13.97 69.68 14.74

Male 1313 52.77 3.05 17.29 63.98 15.69


Primary Language

Spanish 1309 52.61 1.91 13.67 68.75 15.66

Russian 49 1.97 2.04 14.29 57.14 26.53

Vietnamese 135 5.43 2.96 14.07 70.37 12.59

Somali 96 3.86 8.33 27.08 57.29 7.29

Ukrainian 21 0.84 4.76 14.29 80.95 0

Chinese 93 3.74 3.23 18.28 63.44 15.05

Korean 44 1.77 0 13.64 52.27 34.09

Tagalog 47 1.89 4.26 8.51 78.72 8.51

Other 669 26.89 2.24 18.09 64.57 15.10

Not Provided 25 1.00 0 36.00 48.00 16.00

Ethnicity

Native American 32 1.29 3.13 28.13 56.25 12.50

Asian 543 21.82 2.58 16.21 66.67 14.55

Black 263 10.57 3.42 21.67 59.70 15.21

Hispanic 1326 53.30 1.89 14.10 68.40 15.61

White 183 7.36 3.28 11.48 65.03 20.22


Multi 36 1.45 5.56 22.22 66.67 5.56

Not Provided 27 1.09 0 40.74 44.44 14.81


Non-Special Ed. 2036 81.83 1.23 13.26 67.58 17.93


Table 206. Subgroup Performance Level Distributions, Writing, Kindergarten


Percentage


K

All Students 16846 100.00 21.60 66.01 7.70 4.70

Gender

Female 8227 48.84 19.05 66.61 8.93 5.41

Male 8614 51.13 24.03 65.44 6.51 4.01


Primary Language

Spanish 10490 62.27 25.36 67.72 5.01 1.91

Russian 804 4.77 14.32 71.11 10.09 4.48

Vietnamese 633 3.76 15.82 69.62 8.70 5.85

Somali 389 2.31 18.25 71.98 8.48 1.29

Ukrainian 352 2.09 17.05 71.31 9.09 2.56

Chinese 487 2.89 8.85 50.62 18.72 21.81

Korean 236 1.40 4.68 64.26 18.30 12.77

Tagalog 113 0.67 7.14 75.00 10.71 7.14

Other 3294 19.55 16.70 59.70 12.75 10.84

Not Provided 48 0.28 39.58 50.00 6.25 4.17

Ethnicity

Native American 169 1.00 26.63 69.23 3.55 0.59

Asian 2639 15.67 11.42 58.63 14.61 15.33

Black 830 4.93 16.89 68.88 10.37 3.86

Hispanic 10485 62.24 25.16 67.83 5.03 1.99

White 2091 12.41 16.93 66.48 11.14 5.45


Multi 277 1.64 13.41 63.04 14.86 8.70

Not Provided 81 0.48 40.74 50.62 6.17 2.47


Non-Special Ed. 15627 92.76 20.07 66.79 8.15 4.99


Table 207. Subgroup Performance Level Distributions, Writing, Grade 1


Percentage


1

All Students 16787 100.00 2.39 62.85 31.17 3.59

Gender

Female 8195 48.82 1.98 56.95 36.59 4.48

Male 8583 51.13 2.77 68.51 26.00 2.72


Primary Language

Spanish 10943 65.19 2.53 67.24 27.75 2.47

Russian 829 4.94 1.69 55.73 37.64 4.95

Vietnamese 659 3.93 1.52 56.15 37.03 5.31

Somali 321 1.91 1.87 64.17 31.78 2.18

Ukrainian 296 1.76 0.34 54.05 39.53 6.08

Chinese 438 2.61 1.83 40.27 46.45 11.44

Korean 194 1.16 1.55 44.33 45.88 8.25

Tagalog 143 0.85 0 57.34 37.06 5.59

Other 2913 17.35 2.51 55.60 36.54 5.36

Not Provided 51 0.30 17.65 60.78 19.61 1.96

Ethnicity

Native American 179 1.07 4.47 76.54 18.99 0

Asian 2395 14.27 1.67 48.12 42.23 7.98

Black 731 4.35 1.92 60.47 34.34 3.28

Hispanic 10941 65.18 2.49 67.12 27.91 2.47

White 1894 11.28 2.06 56.31 36.56 5.07


Multi 287 1.71 1.74 58.19 35.54 4.53

Not Provided 85 0.51 15.29 65.88 16.47 2.35


Non-Special Ed. 15505 92.36 1.55 61.73 32.87 3.85




Percentage


2

All Students 14949 100.00 2.39 40.99 51.79 4.83

Gender

Female 6917 46.27 1.74 36.71 55.76 5.79

Male 8029 53.71 2.95 44.67 48.38 4.00


Primary Language

Spanish 9984 66.79 2.27 43.75 50.59 3.39

Russian 667 4.46 1.95 33.43 56.82 7.80

Vietnamese 544 3.64 1.48 29.89 60.15 8.49

Somali 325 2.17 4.31 37.85 54.77 3.08

Ukrainian 313 2.09 2.24 35.58 54.17 8.01

Chinese 292 1.95 3.08 23.29 58.90 14.73

Korean 163 1.09 0.61 25.15 65.03 9.20

Tagalog 138 0.92 2.90 27.54 60.14 9.42

Other 2481 16.60 2.83 39.24 50.79 7.15

Not Provided 42 0.28 11.90 47.62 38.10 2.38

Ethnicity

Native American 192 1.28 2.08 63.02 34.90 0

Asian 1831 12.25 2.08 28.23 58.64 11.05

Black 628 4.20 3.50 37.42 54.30 4.78

Hispanic 9925 66.39 2.32 44.01 50.34 3.32

White 1731 11.58 2.25 35.32 54.51 7.92


Multi 279 1.87 2.88 40.65 50.72 5.76

Not Provided 61 0.41 13.11 60.66 26.23 0


Non-Special Ed. 13480 90.17 1.48 38.50 54.78 5.24




Percentage


3

All Students 12733 100.00 1.60 20.80 62.86 14.73

Gender

Female 5901 46.34 1.36 16.68 63.72 18.25

Male 6829 53.63 1.80 24.38 62.13 11.69


Primary Language

Spanish 8695 68.29 1.23 21.44 64.14 13.19

Russian 552 4.34 1.45 17.39 59.42 21.74

Vietnamese 404 3.17 1.49 12.38 64.60 21.53

Somali 301 2.36 2.99 25.25 64.12 7.64

Ukrainian 235 1.85 2.13 11.49 64.68 21.70

Chinese 199 1.56 2.51 15.58 56.78 25.13

Korean 116 0.91 3.45 5.17 59.48 31.90

Tagalog 131 1.03 0.76 15.27 61.83 22.14

Other 2066 16.23 2.66 22.65 58.62 16.07

Not Provided 34 0.27 11.76 32.35 55.88 0

Ethnicity

Native American 183 1.44 2.73 34.43 53.01 9.84

Asian 1433 11.25 1.47 15.49 59.73 23.31

Black 554 4.35 3.43 23.10 62.82 10.65

Hispanic 8534 67.02 1.27 21.44 64.23 13.07

White 1461 11.47 2.46 18.00 60.03 19.51


Multi 267 2.10 1.50 26.97 59.55 11.99

Not Provided 44 0.35 11.36 34.09 52.27 2.27


Non-Special Ed. 11171 87.73 1.10 16.77 65.88 16.25




Percentage


4

All Students 10735 100.00 1.57 17.65 71.62 9.16

Gender

Female 4902 45.66 1.29 13.82 72.80 12.09

Male 5828 54.29 1.81 20.86 70.61 6.71


Primary Language

Spanish 7335 68.33 1.38 18.27 72.15 8.19

Russian 455 4.24 0.88 12.75 75.38 10.99

Vietnamese 323 3.01 1.25 9.03 71.65 18.07

Somali 217 2.02 3.72 24.65 67.44 4.19

Ukrainian 216 2.01 0.47 10.23 74.88 14.42

Chinese 135 1.26 1.48 13.33 66.67 18.52

Korean 102 0.95 2.94 8.82 66.67 21.57

Tagalog 131 1.22 3.05 6.87 77.86 12.21

Other 1785 16.63 2.13 19.18 69.15 9.53

Not Provided 36 0.34 8.33 36.11 52.78 2.78

Ethnicity

Native American 186 1.73 2.16 23.24 71.89 2.70

Asian 1159 10.80 1.82 12.01 68.63 17.55

Black 463 4.31 2.82 22.13 70.07 4.99

Hispanic 7352 68.49 1.45 18.22 72.09 8.24

White 1097 10.22 1.46 15.34 72.05 11.14


Multi 192 1.79 1.04 18.23 75.00 5.73

Not Provided 48 0.45 8.33 29.17 58.33 4.17


Non-Special Ed. 9062 84.42 0.97 12.17 76.24 10.62




Percentage


5

All Students 9300 100.00 1.47 10.08 70.82 17.63

Gender

Female 4290 46.13 1.33 7.79 69.51 21.38

Male 5007 53.84 1.60 12.04 71.92 14.44


Primary Language

Spanish 6340 68.17 1.18 9.61 73.04 16.17

Russian 367 3.95 1.63 5.72 65.12 27.52

Vietnamese 288 3.10 2.78 5.21 64.24 27.78

Somali 208 2.24 2.40 17.31 69.71 10.58

Ukrainian 175 1.88 2.86 7.43 62.86 26.86

Chinese 137 1.47 0.73 12.41 61.31 25.55

Korean 77 0.83 0 5.19 67.53 27.27

Tagalog 129 1.39 0.78 2.33 70.54 26.36

Other 1561 16.78 2.11 13.90 66.50 17.49

Not Provided 18 0.19 16.67 11.11 61.11 11.11

Ethnicity

Native American 177 1.90 3.39 17.51 72.88 6.21

Asian 1080 11.61 1.48 7.96 65.28 25.28

Black 428 4.60 1.40 15.42 69.16 14.02

Hispanic 6377 68.57 1.27 9.63 72.76 16.34

White 862 9.27 2.78 9.63 62.76 24.83


Multi 121 1.30 2.48 16.53 67.77 13.22

Not Provided 37 0.40 2.70 21.62 64.86 10.81


Non-Special Ed. 7651 82.27 1.01 6.35 72.19 20.45




Percentage


6

All Students 6510 100.00 3.22 12.38 78.13 6.27

Gender

Female 2875 44.16 2.58 10.02 79.37 8.03

Male 3631 55.78 3.73 14.21 77.17 4.89


Primary Language

Spanish 4395 67.51 2.58 11.58 80.18 5.66

Russian 230 3.53 1.74 9.57 81.30 7.39

Vietnamese 170 2.61 3.53 5.88 82.94 7.65

Somali 155 2.38 3.25 24.68 66.88 5.19

Ukrainian 93 1.43 4.40 9.89 76.92 8.79

Chinese 111 1.71 3.64 8.18 80.00 8.18

Korean 61 0.94 3.28 16.39 65.57 14.75

Tagalog 100 1.54 0 10.00 75.00 15.00

Other 1173 18.02 5.81 15.64 71.79 6.75

Not Provided 22 0.34 13.64 22.73 59.09 4.55

Ethnicity

Native American 151 2.32 5.30 15.89 76.16 2.65

Asian 713 10.95 3.37 10.11 76.83 9.69

Black 334 5.13 3.90 21.32 67.87 6.91

Hispanic 4439 68.19 2.74 11.60 80.01 5.65

White 558 8.57 5.23 11.53 74.95 8.29


Multi 104 1.60 6.73 15.38 69.23 8.65

Not Provided 24 0.37 12.50 37.50 45.83 4.17


Non-Special Ed. 5049 77.56 2.40 8.88 81.14 7.57




Percentage


7

All Students 5728 100.00 2.69 9.34 76.69 11.28

Gender

Female 2565 44.78 1.76 7.45 76.79 14.00

Male 3163 55.22 3.45 10.88 76.60 9.07


Primary Language

Spanish 3859 67.37 2.36 7.90 79.06 10.68

Russian 166 2.90 1.20 6.02 74.70 18.07

Vietnamese 147 2.57 0.68 8.84 74.15 16.33

Somali 150 2.62 4.00 15.33 71.33 9.33

Ukrainian 75 1.31 2.67 8.00 70.67 18.67

Chinese 103 1.80 1.94 16.50 63.11 18.45

Korean 59 1.03 3.45 8.62 63.79 24.14

Tagalog 102 1.78 1.96 2.94 75.49 19.61

Other 1038 18.12 4.05 14.26 72.35 9.34

Not Provided 29 0.51 13.79 17.24 62.07 6.90

Ethnicity

Native American 147 2.57 2.04 17.01 77.55 3.40

Asian 705 12.31 3.13 10.37 71.45 15.06

Black 294 5.13 5.44 15.31 70.07 9.18

Hispanic 3883 67.79 2.40 8.09 78.99 10.53

White 453 7.91 2.65 9.93 70.42 17.00


Multi 80 1.40 2.50 12.50 76.25 8.75

Not Provided 30 0.52 16.67 16.67 60.00 6.67


Non-Special Ed. 4493 78.44 2.27 7.08 77.16 13.49




Percentage


8

All Students 5108 100.00 2.06 7.26 72.90 17.78

Gender

Female 2266 44.36 1.77 6.18 68.92 23.13

Male 2840 55.60 2.29 8.13 76.06 13.52


Primary Language

Spanish 3383 66.23 1.51 6.30 74.25 17.94

Russian 132 2.58 0.76 3.03 68.94 27.27

Vietnamese 141 2.76 2.13 7.09 78.01 12.77

Somali 128 2.51 5.47 11.72 71.88 10.94

Ukrainian 73 1.43 5.48 9.59 60.27 24.66

Chinese 117 2.29 1.71 5.98 67.52 24.79

Korean 69 1.35 0 2.90 73.91 23.19

Tagalog 94 1.84 0 4.26 72.34 23.40

Other 953 18.66 3.89 10.92 69.96 15.23

Not Provided 18 0.35 0 27.78 55.56 16.67

Ethnicity

Native American 124 2.43 2.42 13.71 77.42 6.45

Asian 674 13.19 1.34 7.42 69.29 21.96

Black 274 5.36 4.38 11.68 72.26 11.68

Hispanic 3406 66.68 1.64 6.08 74.19 18.09

White 374 7.32 4.56 10.46 64.08 20.91

Hawaiian 155 3.03 3.23 8.39 79.35 9.03

Multi 68 1.33 4.41 4.41 76.47 14.71

Not Provided 33 0.65 0 30.30 63.64 6.06


Non-Special Ed. 3987 78.05 1.78 6.32 71.32 20.57




Percentage


9

All Students 4495 100.00 5.20 31.03 55.37 8.40

Gender

Female 1889 42.02 3.78 25.09 59.94 11.19

Male 2605 57.95 6.23 35.32 52.07 6.38


Primary Language

Spanish 2784 61.94 5.25 31.27 57.44 6.04

Russian 125 2.78 3.23 21.77 60.48 14.52

Vietnamese 155 3.45 7.14 24.03 50.00 18.83

Somali 155 3.45 8.39 42.58 45.16 3.87

Ukrainian 54 1.20 5.56 16.67 70.37 7.41

Chinese 101 2.25 3.03 15.15 55.56 26.26

Korean 43 0.96 4.65 13.95 53.49 27.91

Tagalog 96 2.14 0 28.13 58.33 13.54

Other 948 21.09 5.10 34.11 50.48 10.31

Not Provided 34 0.76 8.82 38.24 44.12 8.82

Ethnicity

Native American 87 1.94 5.81 37.21 48.84 8.14

Asian 670 14.91 4.06 26.32 53.08 16.54

Black 320 7.12 6.25 37.81 49.06 6.88

Hispanic 2814 62.60 5.30 31.40 57.14 6.16

White 363 8.08 6.13 27.58 55.15 11.14

Hawaiian 139 3.09 1.44 34.53 56.83 7.19

Multi 63 1.40 4.84 27.42 51.61 16.13

Not Provided 39 0.87 12.82 41.03 35.90 10.26


Non-Special Ed. 3580 79.64 5.48 27.64 57.13 9.76




Percentage


10

All Students 3668 100.00 3.38 27.78 57.06 11.78

Gender

Female 1621 44.19 2.16 24.49 59.53 13.82

Male 2043 55.70 4.36 30.45 55.12 10.08


Primary Language

Spanish 2181 59.46 3.30 27.60 59.51 9.58

Russian 86 2.34 1.16 18.60 58.14 22.09

Vietnamese 122 3.33 2.46 19.67 59.84 18.03

Somali 153 4.17 5.88 36.60 50.98 6.54

Ukrainian 48 1.31 4.17 33.33 45.83 16.67

Chinese 78 2.13 5.13 19.23 50.00 25.64

Korean 62 1.69 1.61 8.06 69.35 20.97

Tagalog 74 2.02 0 12.16 68.92 18.92

Other 834 22.74 3.48 32.37 50.60 13.55

Not Provided 30 0.82 10.00 20.00 56.67 13.33

Ethnicity

Native American 63 1.72 3.17 34.92 52.38 9.52

Asian 586 15.98 2.56 24.57 54.27 18.60

Black 329 8.97 3.34 34.35 48.33 13.98

Hispanic 2195 59.84 3.33 27.61 59.50 9.57

White 297 8.10 4.04 23.57 56.23 16.16

Hawaiian 111 3.03 6.31 35.14 53.15 5.41

Multi 51 1.39 3.92 33.33 60.78 1.96

Not Provided 36 0.98 5.56 22.22 55.56 16.67


Non-Special Ed. 2929 79.85 3.11 25.06 58.07 13.76




Percentage


11

All Students 2714 100.00 2.21 23.91 59.62 14.26

Gender

Female 1255 46.24 1.51 19.12 60.96 18.41

Male 1459 53.76 2.81 28.03 58.46 10.69


Primary Language

Spanish 1485 54.72 2.90 23.91 61.68 11.52

Russian 64 2.36 0 21.88 68.75 9.38

Vietnamese 133 4.90 2.26 18.80 57.14 21.80

Somali 97 3.57 1.03 36.08 57.73 5.15

Ukrainian 30 1.11 3.33 13.33 73.33 10.00

Chinese 84 3.10 1.19 14.29 44.05 40.48

Korean 45 1.66 0 6.67 55.56 37.78

Tagalog 74 2.73 0 16.22 66.22 17.57

Other 681 25.09 1.47 26.58 56.09 15.86

Not Provided 21 0.77 4.76 38.10 52.38 4.76

Ethnicity

Native American 34 1.25 0 23.53 55.88 20.59

Asian 555 20.45 0.90 19.64 54.59 24.86

Black 236 8.70 2.54 30.08 58.47 8.90

Hispanic 1493 55.01 2.88 23.84 61.69 11.59

White 232 8.55 1.29 25.00 59.48 14.22


Multi 45 1.66 0 31.11 48.89 20.00

Not Provided 28 1.03 3.57 32.14 60.71 3.57


Non-Special Ed. 2197 80.95 2.05 21.85 59.35 16.75




Percentage


12

All Students 2470 100.00 2.71 21.90 60.36 15.02

Gender

Female 1171 47.41 1.28 20.07 62.25 16.40

Male 1298 52.55 4.01 23.57 58.63 13.79


Primary Language

Spanish 1294 52.39 2.63 22.80 62.83 11.75

Russian 49 1.98 12.24 59.18 28.57

Vietnamese 135 5.47 2.96 18.52 54.81 23.70

Somali 96 3.89 10.42 36.46 40.63 12.50

Ukrainian 21 0.85 4.76 14.29 61.90 19.05

Chinese 93 3.77 1.08 16.13 63.44 19.35

Korean 43 1.74 2.33 9.30 62.79 25.58

Tagalog 47 1.90 4.26 12.77 61.70 21.28

Other 668 27.04 1.95 21.86 58.53 17.66

Not Provided 24 0.97 4.17 25.00 70.83 0

Ethnicity

Native American 32 1.30 0 21.88 62.50 15.63

Asian 542 21.94 2.95 16.61 59.78 20.66

Black 263 10.65 4.56 28.52 51.33 15.59

Hispanic 1311 53.08 2.82 23.11 62.40 11.67

White 182 7.37 0.55 16.48 57.14 25.82


Multi 36 1.46 0 22.22 69.44 8.33

Not Provided 26 1.05 3.85 19.23 69.23 7.69


Non-Special Ed. 2026 82.02 1.43 19.20 61.70 17.67


Appendix G Domain-Specific Classification Accuracy and Consistency Results, Conditional on Performance Level


Table 219. Classification Accuracy and Consistency Results, Conditional on Performance Level, Listening

Grade Overall

Kappa Level 1 Level 2 Level 3 Level 4

Acc. Con. Acc. Con. Acc. Con. Acc. Con. Acc. Con. K 0.72 0.62 0.42 0.76 0.59 0.70 0.62 0.73 0.65 0.73 0.48 1 0.72 0.61 0.38 0.71 0.45 0.68 0.56 0.72 0.67 0.75 0.55 2 0.71 0.61 0.35 0.69 0.39 0.67 0.54 0.73 0.68 0.73 0.50 3 0.76 0.67 0.35 0.65 0.26 0.69 0.53 0.78 0.76 0.71 0.45 4 0.71 0.60 0.27 0.64 0.27 0.58 0.42 0.74 0.71 0.70 0.45 5 0.74 0.64 0.31 0.62 0.17 0.64 0.44 0.76 0.73 0.72 0.50 6 0.71 0.60 0.31 0.68 0.36 0.55 0.40 0.73 0.69 0.73 0.53 7 0.72 0.62 0.34 0.66 0.27 0.62 0.46 0.74 0.69 0.75 0.57 8 0.71 0.61 0.37 0.68 0.31 0.64 0.48 0.71 0.65 0.78 0.64 9 0.70 0.59 0.26 0.65 0.29 0.60 0.45 0.73 0.69 0.68 0.39

10 0.69 0.58 0.29 0.64 0.20 0.68 0.52 0.69 0.64 0.71 0.48 11 0.68 0.57 0.28 0.61 0.14 0.68 0.51 0.68 0.63 0.70 0.47 12 0.68 0.57 0.29 0.56 0.12 0.70 0.53 0.67 0.63 0.71 0.49

Note. Acc.=Accuracy; Con.=Consistency. Table 220. Classification Accuracy and Consistency Results, Conditional on Performance Level, Speaking

Grade Overall


Acc. Con. Acc. Con. Acc. Con. Acc. Con. Acc. Con. K 0.84 0.78 0.65 0.83 0.72 0.85 0.80 0.84 0.79 0.83 0.70 1 0.87 0.81 0.67 0.82 0.69 0.85 0.78 0.88 0.85 0.84 0.73 2 0.85 0.80 0.69 0.83 0.72 0.82 0.75 0.85 0.80 0.89 0.83 3 0.87 0.81 0.71 0.83 0.70 0.84 0.77 0.85 0.80 0.91 0.86 4 0.85 0.80 0.68 0.83 0.70 0.82 0.73 0.84 0.80 0.89 0.84 5 0.86 0.81 0.70 0.81 0.66 0.83 0.75 0.83 0.77 0.91 0.87 6 0.88 0.82 0.73 0.85 0.75 0.83 0.76 0.83 0.78 0.93 0.89 7 0.89 0.84 0.75 0.85 0.74 0.85 0.79 0.83 0.76 0.94 0.91 8 0.89 0.85 0.75 0.85 0.75 0.85 0.79 0.82 0.76 0.95 0.92 9 0.85 0.79 0.70 0.87 0.79 0.80 0.72 0.80 0.72 0.92 0.88 10 0.85 0.79 0.69 0.85 0.74 0.81 0.74 0.78 0.70 0.92 0.88 11 0.84 0.78 0.67 0.83 0.69 0.81 0.73 0.78 0.70 0.91 0.87 12 0.84 0.78 0.66 0.82 0.68 0.81 0.72 0.78 0.70 0.91 0.87



Table 221. Classification Accuracy and Consistency Results, Conditional on Performance Level, Reading

Grade Overall


Acc. Con. Acc. Con. Acc. Con. Acc. Con. Acc. Con. K 0.74 0.64 0.43 0.74 0.52 0.78 0.72 0.68 0.59 0.75 0.53 1 0.79 0.70 0.53 0.74 0.49 0.81 0.73 0.77 0.71 0.81 0.67 2 0.77 0.69 0.51 0.74 0.48 0.85 0.80 0.60 0.50 0.81 0.69 3 0.80 0.72 0.57 0.68 0.31 0.86 0.79 0.74 0.66 0.83 0.72 4 0.79 0.70 0.51 0.70 0.37 0.79 0.68 0.78 0.72 0.80 0.67 5 0.80 0.72 0.54 . 0.00 0.80 0.67 0.79 0.74 0.82 0.72 6 0.77 0.68 0.47 0.70 0.38 0.76 0.64 0.77 0.72 0.78 0.63 7 0.79 0.71 0.51 0.00 0.11 0.80 0.67 0.79 0.75 0.80 0.66 8 0.80 0.71 0.52 0.00 0.10 0.80 0.67 0.79 0.74 0.81 0.70 9 0.76 0.67 0.47 0.71 0.42 0.80 0.72 0.74 0.67 0.76 0.57 10 0.76 0.67 0.47 0.70 0.39 0.81 0.74 0.72 0.65 0.77 0.59 11 0.76 0.67 0.48 0.33 0.12 0.84 0.77 0.68 0.60 0.78 0.61 12 0.77 0.68 0.48 0.50 0.16 0.85 0.79 0.65 0.55 0.78 0.62

Note. Acc.=Accuracy; Con.=Consistency. Table 222. Classification Accuracy and Consistency Results, Conditional on Performance Level, Writing

Grade Overall



10 0.79 0.70 0.51 0.75 0.51 0.77 0.68 0.80 0.75 0.78 0.61 11 0.79 0.70 0.50 0.73 0.46 0.76 0.66 0.80 0.75 0.78 0.62 12 0.79 0.70 0.50 0.73 0.46 0.77 0.67 0.80 0.75 0.78 0.61



Table 223. Classification Accuracy and Consistency Results, Conditional on Performance Level, Comprehension

Grade Overall




Table 224. Classification Accuracy and Consistency Results, Conditional on Performance Level, Oral

Grade Overall





Table 225. Classification Accuracy and Consistency Results, Conditional on Performance Level, Productive

Grade Overall



10 0.83 0.76 0.64 0.80 0.63 0.83 0.75 0.81 0.75 0.87 0.79 11 0.82 0.75 0.62 0.77 0.57 0.82 0.74 0.80 0.75 0.86 0.78 12 0.82 0.74 0.60 0.78 0.57 0.80 0.71 0.81 0.76 0.85 0.76


Table 226. Classification Accuracy and Consistency Results, Conditional on Performance Level, Literacy

Grade Overall



10 0.83 0.76 0.61 0.78 0.59 0.84 0.77 0.83 0.78 0.82 0.69 11 0.82 0.74 0.60 0.76 0.52 0.85 0.79 0.79 0.73 0.83 0.71 12 0.82 0.75 0.60 0.76 0.52 0.85 0.79 0.79 0.73 0.83 0.71



Appendix H Domain-Specific Classification Accuracy and Consistency Results, Conditional on Cutpoint


Table 227. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Listening

Grade Type

Level 1/Level 2 Level 2/Level 3 Level 3/Level 4

% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.93 0.02 0.05 0.85 0.08 0.07 0.94 0.04 0.01 Con. 0.90 0.05 0.05 0.79 0.11 0.11 0.92 0.04 0.04

1 Acc. 0.97 0.01 0.02 0.86 0.06 0.08 0.88 0.09 0.03 Con. 0.96 0.02 0.02 0.81 0.10 0.10 0.83 0.08 0.08

2 Acc. 0.97 0.01 0.02 0.85 0.06 0.09 0.89 0.08 0.03 Con. 0.96 0.02 0.02 0.79 0.11 0.11 0.85 0.08 0.08

3 Acc. 0.99 0.00 0.01 0.87 0.04 0.08 0.90 0.08 0.02 Con. 0.99 0.01 0.01 0.82 0.09 0.09 0.86 0.07 0.07

4 Acc. 0.98 0.00 0.02 0.86 0.04 0.10 0.87 0.10 0.03 Con. 0.97 0.02 0.02 0.80 0.10 0.10 0.82 0.09 0.09

5 Acc. 0.99 0.00 0.01 0.88 0.03 0.09 0.87 0.10 0.04 Con. 0.99 0.01 0.01 0.83 0.08 0.08 0.81 0.09 0.09

6 Acc. 0.97 0.00 0.02 0.88 0.04 0.08 0.86 0.10 0.04 Con. 0.96 0.02 0.02 0.83 0.09 0.09 0.80 0.10 0.10

7 Acc. 0.98 0.00 0.02 0.88 0.04 0.08 0.86 0.10 0.04 Con. 0.97 0.02 0.02 0.83 0.09 0.09 0.80 0.10 0.10

8 Acc. 0.98 0.00 0.02 0.89 0.04 0.07 0.84 0.10 0.06 Con. 0.97 0.01 0.01 0.84 0.08 0.08 0.78 0.11 0.11

9 Acc. 0.97 0.00 0.03 0.83 0.06 0.11 0.90 0.09 0.02 Con. 0.95 0.02 0.02 0.77 0.12 0.12 0.85 0.08 0.08

10 Acc. 0.99 0.00 0.01 0.83 0.06 0.11 0.87 0.10 0.03 Con. 0.98 0.01 0.01 0.77 0.11 0.11 0.81 0.09 0.09

11 Acc. 0.99 0.00 0.01 0.83 0.06 0.11 0.85 0.11 0.04 Con. 0.99 0.01 0.01 0.77 0.12 0.12 0.79 0.10 0.10

12 Acc. 0.99 0.00 0.01 0.83 0.06 0.11 0.86 0.11 0.04 Con. 0.99 0.00 0.00 0.77 0.12 0.12 0.80 0.10 0.10



Table 228. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Speaking

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.97 0.01 0.02 0.91 0.04 0.04 0.96 0.03 0.01 Con. 0.96 0.02 0.02 0.88 0.06 0.06 0.94 0.03 0.03

1 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.95 0.03 0.02 Con. 0.98 0.01 0.01 0.90 0.05 0.05 0.93 0.04 0.04

2 Acc. 0.99 0.01 0.01 0.94 0.03 0.03 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.92 0.04 0.04 0.90 0.05 0.05

3 Acc. 0.99 0.00 0.01 0.95 0.02 0.03 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.93 0.04 0.04 0.90 0.05 0.05

4 Acc. 0.99 0.00 0.01 0.94 0.03 0.03 0.92 0.04 0.03 Con. 0.98 0.01 0.01 0.92 0.04 0.04 0.89 0.05 0.05

5 Acc. 0.99 0.00 0.01 0.95 0.02 0.03 0.92 0.04 0.04 Con. 0.99 0.01 0.01 0.93 0.04 0.04 0.89 0.05 0.05

6 Acc. 0.99 0.00 0.01 0.96 0.02 0.02 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.94 0.03 0.03 0.90 0.05 0.05

7 Acc. 0.99 0.00 0.01 0.96 0.02 0.02 0.94 0.03 0.03 Con. 0.99 0.01 0.01 0.94 0.03 0.03 0.91 0.04 0.04

8 Acc. 0.99 0.00 0.01 0.96 0.02 0.02 0.94 0.03 0.03 Con. 0.99 0.01 0.01 0.95 0.03 0.03 0.92 0.04 0.04

9 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.93 0.04 0.03 Con. 0.97 0.02 0.02 0.92 0.04 0.04 0.90 0.05 0.05

10 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.93 0.04 0.03 Con. 0.97 0.02 0.02 0.92 0.04 0.04 0.90 0.05 0.05

11 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.92 0.04 0.04 Con. 0.97 0.01 0.01 0.92 0.04 0.04 0.89 0.06 0.06

12 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.92 0.04 0.04 Con. 0.98 0.01 0.01 0.92 0.04 0.04 0.89 0.06 0.06



Table 229. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Reading

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.95 0.01 0.03 0.85 0.08 0.07 0.93 0.05 0.02 Con. 0.93 0.03 0.03 0.79 0.10 0.10 0.91 0.05 0.05

1 Acc. 0.99 0.00 0.01 0.89 0.05 0.06 0.91 0.06 0.03 Con. 0.98 0.01 0.01 0.84 0.08 0.08 0.87 0.06 0.06

2 Acc. 0.99 0.00 0.01 0.87 0.07 0.06 0.90 0.06 0.04 Con. 0.98 0.01 0.01 0.82 0.09 0.09 0.86 0.07 0.07

3 Acc. 1.00 0.00 0.00 0.89 0.05 0.06 0.91 0.05 0.04 Con. 1.00 0.00 0.00 0.85 0.08 0.08 0.87 0.06 0.06

4 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.89 0.07 0.04 Con. 0.99 0.00 0.00 0.85 0.07 0.07 0.85 0.07 0.07

5 Acc. 1.00 0.00 0.00 0.91 0.03 0.06 0.89 0.06 0.04 Con. 1.00 0.00 0.00 0.88 0.06 0.06 0.85 0.08 0.08

6 Acc. 0.99 0.00 0.01 0.89 0.05 0.07 0.89 0.07 0.04 Con. 0.99 0.01 0.01 0.84 0.08 0.08 0.85 0.07 0.07

7 Acc. 1.00 0.00 0.00 0.89 0.04 0.07 0.90 0.06 0.04 Con. 1.00 0.00 0.00 0.85 0.07 0.07 0.86 0.07 0.07

8 Acc. 1.00 0.00 0.00 0.91 0.04 0.06 0.89 0.07 0.04 Con. 1.00 0.00 0.00 0.87 0.07 0.07 0.85 0.08 0.08

9 Acc. 0.99 0.00 0.01 0.86 0.07 0.08 0.92 0.05 0.02 Con. 0.98 0.01 0.01 0.80 0.10 0.10 0.89 0.06 0.06

10 Acc. 0.99 0.00 0.01 0.86 0.07 0.08 0.91 0.06 0.03 Con. 0.99 0.01 0.01 0.80 0.10 0.10 0.88 0.06 0.06

11 Acc. 1.00 0.00 0.00 0.85 0.07 0.08 0.91 0.06 0.03 Con. 1.00 0.00 0.00 0.80 0.10 0.10 0.87 0.06 0.06

12 Acc. 1.00 0.00 0.00 0.85 0.07 0.07 0.91 0.06 0.03 Con. 1.00 0.00 0.00 0.80 0.10 0.10 0.87 0.06 0.06



Table 230. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Writing

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.91 0.03 0.06 0.91 0.06 0.03 0.95 0.04 0.01 Con. 0.87 0.06 0.06 0.88 0.06 0.06 0.93 0.04 0.04

1 Acc. 0.99 0.00 0.00 0.89 0.06 0.05 0.93 0.04 0.02 Con. 0.99 0.00 0.00 0.84 0.08 0.08 0.90 0.05 0.05

2 Acc. 1.00 0.00 0.00 0.88 0.06 0.06 0.93 0.05 0.02 Con. 1.00 0.00 0.00 0.83 0.09 0.09 0.90 0.05 0.05

3 Acc. 1.00 0.00 0.00 0.88 0.05 0.06 0.93 0.05 0.03 Con. 1.00 0.00 0.00 0.84 0.08 0.08 0.90 0.05 0.05

4 Acc. 0.99 0.00 0.00 0.89 0.05 0.06 0.92 0.05 0.03 Con. 0.99 0.00 0.00 0.85 0.07 0.07 0.89 0.05 0.05

5 Acc. 0.99 0.00 0.00 0.90 0.04 0.06 0.91 0.06 0.03 Con. 0.99 0.00 0.00 0.86 0.07 0.07 0.88 0.06 0.06

6 Acc. 0.99 0.00 0.01 0.88 0.05 0.07 0.91 0.06 0.03 Con. 0.98 0.01 0.01 0.84 0.08 0.08 0.88 0.06 0.06

7 Acc. 0.99 0.00 0.01 0.89 0.04 0.07 0.92 0.06 0.03 Con. 0.98 0.01 0.01 0.85 0.08 0.08 0.88 0.06 0.06

8 Acc. 0.99 0.00 0.01 0.91 0.04 0.06 0.89 0.07 0.04 Con. 0.98 0.01 0.01 0.87 0.07 0.07 0.85 0.08 0.08

9 Acc. 0.96 0.01 0.03 0.88 0.06 0.06 0.96 0.03 0.01 Con. 0.94 0.03 0.03 0.83 0.09 0.09 0.94 0.03 0.03

10 Acc. 0.98 0.01 0.02 0.88 0.05 0.07 0.94 0.04 0.02 Con. 0.96 0.02 0.02 0.83 0.08 0.08 0.91 0.05 0.05

11 Acc. 0.98 0.00 0.01 0.88 0.05 0.07 0.92 0.05 0.03 Con. 0.97 0.01 0.01 0.84 0.08 0.08 0.89 0.05 0.05

12 Acc. 0.98 0.00 0.01 0.88 0.05 0.07 0.92 0.05 0.02 Con. 0.97 0.01 0.01 0.83 0.08 0.08 0.89 0.05 0.05



Table 231. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Comprehension

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.97 0.01 0.02 0.88 0.06 0.06 0.95 0.03 0.01 Con. 0.95 0.02 0.02 0.83 0.09 0.09 0.93 0.03 0.03

1 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.91 0.05 0.03 Con. 0.99 0.01 0.01 0.86 0.07 0.07 0.88 0.06 0.06

2 Acc. 0.99 0.00 0.01 0.89 0.06 0.06 0.92 0.05 0.03 Con. 0.98 0.01 0.01 0.84 0.08 0.08 0.89 0.06 0.06

3 Acc. 1.00 0.00 0.00 0.91 0.04 0.05 0.93 0.04 0.03 Con. 1.00 0.00 0.00 0.87 0.07 0.07 0.90 0.05 0.05

4 Acc. 0.98 0.00 0.01 0.91 0.03 0.05 0.92 0.05 0.03 Con. 0.98 0.01 0.01 0.88 0.06 0.06 0.88 0.06 0.06

5 Acc. 0.99 0.00 0.01 0.92 0.03 0.05 0.90 0.06 0.04 Con. 0.99 0.01 0.01 0.89 0.05 0.05 0.86 0.07 0.07

6 Acc. 0.98 0.01 0.02 0.91 0.04 0.06 0.90 0.06 0.03 Con. 0.97 0.02 0.02 0.87 0.07 0.07 0.87 0.07 0.07

7 Acc. 0.99 0.00 0.01 0.92 0.03 0.05 0.91 0.06 0.03 Con. 0.99 0.01 0.01 0.88 0.06 0.06 0.87 0.06 0.06

8 Acc. 0.99 0.00 0.01 0.92 0.03 0.05 0.91 0.06 0.04 Con. 0.99 0.01 0.01 0.89 0.06 0.06 0.87 0.07 0.07

9 Acc. 0.97 0.01 0.02 0.88 0.05 0.07 0.94 0.04 0.02 Con. 0.96 0.02 0.02 0.83 0.08 0.08 0.91 0.05 0.05

10 Acc. 0.98 0.00 0.01 0.88 0.05 0.07 0.93 0.05 0.02 Con. 0.98 0.01 0.01 0.84 0.08 0.08 0.90 0.05 0.05

11 Acc. 0.99 0.00 0.01 0.88 0.06 0.07 0.92 0.05 0.03 Con. 0.99 0.01 0.01 0.83 0.09 0.09 0.89 0.06 0.06

12 Acc. 0.99 0.00 0.01 0.87 0.06 0.07 0.92 0.05 0.03 Con. 0.98 0.01 0.01 0.82 0.09 0.09 0.89 0.06 0.06



Table 232. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Oral

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.97 0.01 0.02 0.91 0.05 0.05 0.97 0.02 0.01 Con. 0.96 0.02 0.02 0.87 0.07 0.07 0.96 0.02 0.02

1 Acc. 0.99 0.00 0.01 0.92 0.04 0.04 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.89 0.05 0.05 0.91 0.05 0.05

2 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.90 0.05 0.05 0.90 0.05 0.05

3 Acc. 0.99 0.00 0.00 0.94 0.03 0.03 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.92 0.04 0.04 0.92 0.04 0.04

4 Acc. 0.99 0.00 0.01 0.94 0.03 0.04 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.91 0.04 0.04 0.90 0.05 0.05

5 Acc. 0.99 0.00 0.00 0.94 0.02 0.03 0.92 0.05 0.04 Con. 0.99 0.01 0.01 0.92 0.04 0.04 0.88 0.06 0.06

6 Acc. 0.99 0.00 0.01 0.94 0.02 0.03 0.92 0.05 0.04 Con. 0.98 0.01 0.01 0.92 0.04 0.04 0.88 0.06 0.06

7 Acc. 0.99 0.00 0.01 0.95 0.02 0.03 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.93 0.04 0.04 0.90 0.05 0.05

8 Acc. 0.99 0.00 0.01 0.95 0.02 0.03 0.92 0.04 0.04 Con. 0.99 0.01 0.01 0.93 0.03 0.03 0.89 0.05 0.05

9 Acc. 0.98 0.01 0.01 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.97 0.02 0.02 0.90 0.05 0.05 0.91 0.05 0.05

10 Acc. 0.98 0.01 0.01 0.93 0.03 0.04 0.92 0.04 0.03 Con. 0.98 0.01 0.01 0.90 0.05 0.05 0.89 0.05 0.05

11 Acc. 0.99 0.00 0.01 0.92 0.03 0.04 0.91 0.05 0.04 Con. 0.98 0.01 0.01 0.89 0.05 0.05 0.88 0.06 0.06

12 Acc. 0.99 0.00 0.01 0.92 0.04 0.05 0.91 0.05 0.04 Con. 0.99 0.01 0.01 0.88 0.06 0.06 0.87 0.06 0.06



Table 233. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Productive

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.95 0.02 0.03 0.91 0.05 0.04 0.97 0.02 0.01 Con. 0.93 0.04 0.04 0.87 0.07 0.07 0.96 0.02 0.02

1 Acc. 0.99 0.00 0.00 0.91 0.05 0.05 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.87 0.07 0.07 0.92 0.04 0.04

2 Acc. 1.00 0.00 0.00 0.90 0.05 0.05 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.86 0.07 0.07 0.90 0.05 0.05

3 Acc. 1.00 0.00 0.00 0.91 0.04 0.05 0.93 0.04 0.03 Con. 1.00 0.00 0.00 0.88 0.06 0.06 0.90 0.05 0.05

4 Acc. 0.99 0.00 0.00 0.92 0.03 0.04 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.89 0.05 0.05 0.90 0.05 0.05

5 Acc. 0.99 0.00 0.00 0.93 0.03 0.04 0.92 0.05 0.04 Con. 0.99 0.00 0.00 0.91 0.05 0.05 0.88 0.06 0.06

6 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.92 0.05 0.04 Con. 0.99 0.01 0.01 0.90 0.05 0.05 0.88 0.06 0.06

7 Acc. 0.99 0.00 0.00 0.94 0.03 0.03 0.92 0.05 0.04 Con. 0.99 0.00 0.00 0.91 0.04 0.04 0.89 0.06 0.06

8 Acc. 0.99 0.00 0.00 0.95 0.02 0.03 0.91 0.05 0.04 Con. 0.99 0.01 0.01 0.92 0.04 0.04 0.88 0.06 0.06

9 Acc. 0.97 0.01 0.02 0.92 0.04 0.04 0.94 0.04 0.03 Con. 0.96 0.02 0.02 0.88 0.06 0.06 0.91 0.05 0.05

10 Acc. 0.98 0.01 0.01 0.92 0.04 0.04 0.93 0.04 0.03 Con. 0.98 0.01 0.01 0.89 0.06 0.06 0.89 0.05 0.05

11 Acc. 0.99 0.00 0.01 0.92 0.04 0.05 0.92 0.05 0.04 Con. 0.98 0.01 0.01 0.88 0.06 0.06 0.88 0.06 0.06

12 Acc. 0.99 0.00 0.01 0.92 0.04 0.05 0.91 0.05 0.04 Con. 0.98 0.01 0.01 0.88 0.06 0.06 0.88 0.06 0.06



Table 234. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Literacy

Grade Type


% Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.94 0.02 0.04 0.90 0.06 0.04 0.96 0.03 0.01 Con. 0.91 0.05 0.05 0.86 0.07 0.07 0.94 0.03 0.03

1 Acc. 1.00 0.00 0.00 0.91 0.05 0.05 0.95 0.03 0.02 Con. 0.99 0.00 0.00 0.87 0.06 0.06 0.93 0.04 0.04

2 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.94 0.04 0.02 Con. 0.98 0.01 0.01 0.86 0.07 0.07 0.92 0.04 0.04

3 Acc. 1.00 0.00 0.00 0.92 0.04 0.04 0.94 0.04 0.03 Con. 1.00 0.00 0.00 0.88 0.06 0.06 0.91 0.04 0.04

4 Acc. 0.99 0.00 0.01 0.92 0.04 0.05 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.89 0.06 0.06 0.90 0.05 0.05

5 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.92 0.05 0.03 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.88 0.06 0.06

6 Acc. 0.98 0.01 0.01 0.91 0.04 0.05 0.92 0.05 0.03 Con. 0.98 0.01 0.01 0.87 0.06 0.06 0.89 0.05 0.05

7 Acc. 0.99 0.00 0.01 0.92 0.03 0.05 0.92 0.05 0.03 Con. 0.99 0.01 0.01 0.89 0.06 0.06 0.89 0.05 0.05

8 Acc. 0.99 0.00 0.00 0.93 0.03 0.04 0.92 0.05 0.03 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.88 0.06 0.06

9 Acc. 0.97 0.01 0.02 0.90 0.05 0.05 0.96 0.03 0.02 Con. 0.96 0.02 0.02 0.86 0.07 0.07 0.94 0.03 0.03

10 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.94 0.04 0.02 Con. 0.98 0.01 0.01 0.86 0.07 0.07 0.92 0.04 0.04

11 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.86 0.07 0.07 0.90 0.05 0.05

12 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.86 0.07 0.07 0.91 0.05 0.05



Appendix I Domain-Specific Item Statistics by Grade


Table 235. Item Statistics, Listening, K–1

Item Number

p-value Item-Total Correlation Percent Omit

K 1 K 1 K 1 1 0.79 0.87 0.27 0.35 2.19 0.53 2 0.60 0.83 0.44 0.45 2.30 0.63 3 0.55 0.65 0.38 0.33 1.81 0.51 4 0.68 0.87 0.49 0.45 2.07 0.45 5 0.63 0.79 0.48 0.48 1.63 0.40 6 0.85 0.95 0.45 0.48 1.27 0.33 7 0.67 0.90 0.59 0.54 1.36 0.38 8 0.76 0.93 0.56 0.50 1.27 0.32 9 0.87 0.95 0.42 0.45 1.50 0.39

10 0.73 0.88 0.43 0.44 1.35 0.36 11 0.64 0.86 0.49 0.43 1.37 0.37 12 0.72 0.90 0.52 0.44 1.58 0.44 13 0.67 0.88 0.52 0.47 1.32 0.38 14 0.64 0.82 0.42 0.42 1.85 0.48 15 0.68 0.88 0.54 0.48 1.61 0.45 16 0.68 0.68 0.29 0.30 2.22 0.58 17 0.81 0.95 0.52 0.44 2.10 0.55 18 0.45 0.61 0.27 0.40 5.44 2.57 19 0.51 0.81 0.53 0.49 2.59 0.96 20 0.30 0.45 0.30 0.35 7.86 3.71

Table 236. Item Statistics, Listening, 2–3

Item Number


2 3 2 3 2 3 1 0.96 0.97 0.34 0.39 0.34 0.23 2 0.76 0.87 0.49 0.48 1.54 0.60 3 0.71 0.75 0.33 0.35 0.81 0.49 4 0.86 0.94 0.46 0.45 0.94 0.40 5 0.91 0.94 0.35 0.37 0.31 0.28 6 0.95 0.97 0.35 0.32 0.31 0.24 7 0.73 0.80 0.37 0.36 0.80 0.53 8 0.90 0.94 0.46 0.44 0.35 0.35 9 0.85 0.93 0.43 0.43 0.54 0.36

10 0.46 0.53 0.32 0.33 0.66 0.44 11 0.74 0.82 0.50 0.49 0.38 0.33 12 0.90 0.95 0.51 0.51 0.48 0.36 13 0.85 0.91 0.48 0.48 0.54 0.35 14 0.70 0.80 0.40 0.42 0.98 0.55 15 0.69 0.75 0.33 0.37 0.92 0.77 16 0.39 0.48 0.36 0.40 0.60 0.40 17 0.31 0.33 0.22 0.25 0.81 0.54 18 0.74 0.81 0.43 0.41 0.47 0.38 19 0.91 0.95 0.46 0.45 0.56 0.43 20 0.69 0.76 0.41 0.42 1.15 0.86



Item Number


4 5 4 5 4 5 1 0.47 0.50 0.26 0.25 0.22 0.29 2 0.69 0.72 0.36 0.35 0.29 0.26 3 0.59 0.58 0.25 0.24 0.35 0.36 4 0.93 0.94 0.39 0.40 0.37 0.29 5 0.70 0.76 0.40 0.41 0.35 0.27 6 0.81 0.82 0.34 0.35 0.34 0.30 7 0.76 0.81 0.40 0.41 0.39 0.32 8 0.83 0.86 0.43 0.44 0.38 0.30 9 0.55 0.60 0.34 0.38 0.37 0.31

10 0.64 0.70 0.45 0.46 0.41 0.36 11 0.81 0.85 0.41 0.39 0.43 0.31 12 0.60 0.65 0.38 0.41 0.37 0.33 13 0.62 0.71 0.39 0.40 0.41 0.34 14 0.43 0.49 0.35 0.39 0.53 0.37 15 0.60 0.65 0.37 0.35 0.33 0.33 16 0.81 0.83 0.41 0.42 0.35 0.31 17 0.71 0.74 0.32 0.34 0.53 0.41 18 0.39 0.42 0.21 0.23 0.48 0.38 19 0.45 0.53 0.26 0.28 0.46 0.40 20 0.51 0.54 0.30 0.31 0.62 0.43


Item

Number p-value Item-Total Correlation Percent Omit

6 7 8 6 7 8 6 7 8 1 0.90 0.89 0.90 0.41 0.44 0.49 0.43 0.30 0.57 2 0.66 0.74 0.78 0.30 0.37 0.38 0.48 0.31 0.65 3 0.73 0.77 0.78 0.43 0.45 0.48 0.49 0.30 0.55 4 0.74 0.76 0.78 0.42 0.43 0.44 0.48 0.38 0.61 5 0.90 0.90 0.91 0.48 0.51 0.55 0.49 0.33 0.55 6 0.80 0.80 0.81 0.37 0.39 0.40 0.51 0.33 0.59 7 0.92 0.92 0.93 0.42 0.45 0.49 0.52 0.30 0.63 8 0.53 0.56 0.61 0.39 0.39 0.42 0.54 0.40 0.67 9 0.72 0.77 0.78 0.43 0.46 0.51 0.51 0.35 0.63

10 0.82 0.84 0.87 0.45 0.48 0.49 0.52 0.33 0.69 11 0.56 0.59 0.65 0.37 0.34 0.42 0.54 0.37 0.74 12 0.69 0.69 0.72 0.35 0.38 0.40 0.51 0.35 0.57 13 0.54 0.54 0.56 0.32 0.34 0.35 0.54 0.45 0.72 14 0.45 0.45 0.48 0.25 0.27 0.29 0.51 0.42 0.63 15 0.48 0.48 0.46 0.20 0.18 0.18 0.54 0.45 0.61 16 0.53 0.55 0.60 0.32 0.36 0.34 0.51 0.37 0.57 17 0.74 0.74 0.75 0.36 0.39 0.38 0.57 0.40 0.59 18 0.43 0.45 0.48 0.25 0.23 0.27 0.49 0.35 0.65 19 0.41 0.44 0.45 0.27 0.27 0.29 0.54 0.52 0.61 20 0.45 0.46 0.48 0.24 0.24 0.25 0.55 0.49 0.72 21 0.53 0.54 0.55 0.33 0.27 0.30 0.55 0.45 0.70 22 0.78 0.81 0.82 0.46 0.45 0.48 0.58 0.44 0.76 23 0.69 0.72 0.77 0.45 0.42 0.49 0.66 0.59 0.76



Item Number

p-value Item-Total Correlation Percent Omit 9 10 11 12 9 10 11 12 9 10 11 12

1 0.81 0.83 0.83 0.85 0.39 0.39 0.41 0.45 0.38 0.49 0.55 0.89 2 0.69 0.70 0.69 0.66 0.33 0.36 0.34 0.29 0.58 0.84 0.77 1.01 3 0.47 0.48 0.46 0.50 0.24 0.26 0.24 0.28 0.42 0.63 0.51 1.09 4 0.49 0.50 0.52 0.52 0.27 0.27 0.28 0.24 0.53 0.57 0.59 1.01 5 0.35 0.38 0.41 0.42 0.35 0.36 0.37 0.34 0.44 0.52 0.62 1.01 6 0.69 0.71 0.73 0.75 0.45 0.45 0.44 0.44 0.49 0.49 0.55 1.09 7 0.56 0.57 0.58 0.56 0.29 0.33 0.31 0.34 0.44 0.46 0.59 0.97 8 0.40 0.41 0.42 0.41 0.14 0.15 0.14 0.17 0.35 0.52 0.40 1.01 9 0.56 0.59 0.62 0.65 0.31 0.33 0.36 0.40 0.49 0.57 0.44 1.13 10 0.68 0.71 0.73 0.70 0.42 0.42 0.40 0.39 0.38 0.44 0.48 1.05 11 0.53 0.50 0.51 0.49 0.30 0.31 0.31 0.27 0.40 0.57 0.40 1.05 12 0.61 0.69 0.72 0.79 0.34 0.38 0.37 0.37 0.42 0.54 0.37 1.09 13 0.81 0.83 0.86 0.87 0.51 0.48 0.47 0.49 0.49 0.57 0.37 1.05 14 0.66 0.68 0.72 0.74 0.46 0.46 0.46 0.44 0.38 0.54 0.37 1.01 15 0.83 0.84 0.86 0.88 0.41 0.42 0.39 0.43 0.40 0.54 0.37 1.09 16 0.68 0.67 0.65 0.67 0.40 0.37 0.33 0.33 0.38 0.46 0.48 1.17 17 0.71 0.70 0.73 0.71 0.35 0.33 0.33 0.33 0.58 0.63 0.55 1.09 18 0.52 0.54 0.55 0.53 0.35 0.34 0.34 0.32 0.35 0.52 0.51 1.17 19 0.57 0.60 0.65 0.68 0.34 0.33 0.36 0.36 0.38 0.54 0.48 1.17 20 0.41 0.43 0.46 0.46 0.26 0.29 0.24 0.27 0.44 0.54 0.51 1.25 21 0.15 0.16 0.16 0.16 0.05 0.14 0.13 0.11 0.42 0.60 0.51 1.13 22 0.80 0.83 0.86 0.86 0.33 0.34 0.34 0.39 0.44 0.54 0.51 1.17 23 0.51 0.53 0.54 0.56 0.11 0.11 0.11 0.15 0.60 0.73 0.62 1.21


Table 240. Item Statistics, Speaking, K–1

Item Number


K 1 K 1 K 1 1 2 3 4 5 6 7 0.84 0.90 0.41 0.34 0.29 0.17 8 0.73 0.85 0.82 0.75 0.54 0.26 9 0.62 0.78 0.76 0.72 0.43 0.20

10 0.65 0.76 0.80 0.73 0.58 0.41 11 0.64 0.78 0.82 0.76 0.44 0.26 12 0.67 0.80 0.83 0.78 0.64 0.30 13 0.75 0.85 0.78 0.70 0.44 0.30 14 0.85 0.73 0.77 15 0.80 0.76 0.83 16 0.80 0.75 0.82 17 0.72 0.74 0.78 18 0.54 0.66 0.81 0.75 1.41 0.71

Table 241. Item Statistics, Speaking, 2–3

Item Number


2 3 2 3 2 3 1 2 3 4 5 6 7 8 0.88 0.90 0.68 0.72 0.31 0.28 9 0.91 0.93 0.69 0.72 0.19 0.20

10 0.86 0.89 0.79 0.81 0.14 0.17 11 0.84 0.87 0.78 0.79 0.26 0.33 12 0.79 0.84 0.79 0.79 0.33 0.39 13 0.78 0.83 0.78 0.80 0.19 0.21 14 0.85 0.87 0.79 0.81 0.21 0.27 15 0.86 0.88 0.75 0.77 0.33 0.32 16 0.82 0.86 0.78 0.79 0.22 0.26 17 0.79 0.84 0.78 0.79 0.31 0.42 18 0.70 0.75 0.74 0.75 0.66 0.72



Item Number


4 5 4 5 4 5 1 2 3 4 5 6 7 8 0.89 0.90 0.64 0.66 0.38 0.29 9 0.91 0.92 0.61 0.63 0.38 0.23

10 0.58 0.66 0.78 0.79 0.51 0.36 11 0.63 0.70 0.83 0.82 0.47 0.33 12 0.69 0.75 0.78 0.78 0.63 0.43 13 0.65 0.72 0.77 0.78 0.45 0.29 14 0.71 0.77 0.83 0.83 0.44 0.27 15 0.73 0.78 0.82 0.82 0.76 0.55 16 0.79 0.83 0.78 0.78 0.55 0.39 17 0.85 0.87 0.76 0.76 0.57 0.46 18 0.72 0.75 0.75 0.74 1.02 0.98



Item Number

p-value Item-Total Correlation Percent Omit 6 7 8 6 7 8 6 7 8

1 2

3

4

5

6

7

8 0.87 0.87 0.88 0.73 0.76 0.77 0.63 0.66 0.65

9 0.90 0.90 0.91 0.72 0.75 0.77 0.48 0.47 0.43 10 0.76 0.79 0.82 0.83 0.86 0.86 0.54 0.58 0.45 11 0.76 0.79 0.82 0.84 0.86 0.86 0.54 0.56 0.43 12 0.73 0.76 0.79 0.79 0.80 0.81 0.57 0.61 0.61 13 0.85 0.87 0.88 0.80 0.81 0.81 0.54 0.52 0.63 14 0.77 0.79 0.82 0.85 0.87 0.88 0.55 0.51 0.45 15 0.79 0.81 0.83 0.85 0.88 0.87 0.57 0.56 0.49 16 0.83 0.83 0.85 0.81 0.83 0.84 0.97 1.07 0.78 17 0.86 0.86 0.88 0.81 0.84 0.84 0.63 0.61 0.49 18 0.69 0.71 0.73 0.79 0.81 0.80 0.91 0.73 1.04


Item Number


1 2 3 4 5 6 7 8 9 10 0.71 0.74 0.76 0.78 0.90 0.89 0.87 0.86 0.62 0.00 0.62 1.01 11 0.72 0.74 0.77 0.78 0.90 0.89 0.87 0.87 0.51 0.60 0.73 0.97 12 0.74 0.76 0.77 0.80 0.88 0.86 0.83 0.84 0.82 0.95 0.77 1.17 13 0.81 0.82 0.85 0.86 0.87 0.85 0.82 0.80 0.62 0.68 0.73 0.93 14 0.74 0.76 0.79 0.80 0.90 0.89 0.87 0.86 0.60 0.65 0.59 0.97 15 0.75 0.77 0.79 0.81 0.90 0.90 0.87 0.86 0.65 0.68 0.62 1.09 16 0.74 0.77 0.79 0.80 0.86 0.85 0.81 0.80 1.27 0.95 1.21 1.49 17 0.80 0.82 0.85 0.87 0.88 0.85 0.82 0.80 0.82 0.76 0.77 1.09 18 0.72 0.73 0.75 0.76 0.86 0.82 0.80 0.80 1.40 1.49 1.58 1.53


Table 245. Item Statistics, Reading, K–1

Item Number


K 1 K 1 K 1 1 0.45 0.57 0.17 0.36 6.58 4.42 2 0.89 0.95 0.35 0.23 3.03 1.48 3 0.80 0.84 0.34 0.29 4.32 2.02 4 0.73 0.90 0.52 0.37 4.06 1.43 5 0.75 0.88 0.49 0.35 3.98 1.45 6 0.65 0.94 0.55 0.43 3.10 0.74 7 0.66 0.93 0.54 0.44 3.24 0.87 8 0.68 0.95 0.55 0.41 2.06 0.44 9 0.58 0.93 0.59 0.48 2.30 0.49

10 0.47 0.86 0.53 0.53 3.36 0.74 11 0.54 0.90 0.49 0.46 2.27 0.42 12 0.56 0.91 0.53 0.47 2.56 0.71 13 0.80 0.88 0.37 0.29 4.83 0.80 14 0.60 0.86 0.38 0.48 7.21 1.24 15 0.57 0.83 0.48 0.45 6.85 1.17 16 0.69 0.89 0.40 0.42 8.46 1.43 17 0.50 0.81 0.41 0.49 8.23 1.19 18 0.78 0.93 0.41 0.38 7.44 1.08 19 0.33 0.69 0.25 0.58 8.77 1.65 20 0.15 0.34 0.22 0.46 15.74 3.26 21 0.18 0.52 0.34 0.53 9.60 1.69 22 0.34 0.64 0.35 0.44 15.64 3.29 23 0.70 0.53 2.09 24 0.64 0.46 2.86 25 0.47 0.34 2.83 26 0.52 0.43 3.14 27 0.85 0.50 2.62 28 0.75 0.41 2.80 29 0.72 0.53 2.90 30 0.70 0.49 3.99


Table 246. Item Statistics, Reading, 2–3

Item Number


2 3 2 3 2 3 1 0.60 0.70 0.48 0.48 0.37 0.37 2 0.56 0.66 0.49 0.49 0.78 0.71 3 0.73 0.86 0.51 0.53 0.53 0.42 4 0.49 0.62 0.39 0.41 1.62 1.03 5 0.56 0.73 0.47 0.49 0.72 0.57 6 0.66 0.79 0.44 0.39 1.27 0.93 7 0.66 0.82 0.52 0.54 0.88 0.85 8 0.54 0.70 0.46 0.47 1.16 0.95 9 0.51 0.61 0.33 0.35 1.35 1.10

10 0.72 0.82 0.44 0.50 1.38 1.09 11 0.70 0.83 0.55 0.58 1.52 1.18 12 0.67 0.81 0.54 0.55 2.56 1.93 13 0.43 0.53 0.34 0.38 2.83 2.06 14 0.65 0.77 0.46 0.49 2.65 2.02 15 0.62 0.77 0.57 0.57 1.89 1.34 16 0.67 0.78 0.46 0.49 2.32 1.66 17 0.50 0.65 0.43 0.49 2.14 1.39 18 0.37 0.43 0.29 0.33 2.59 1.66 19 0.60 0.73 0.44 0.48 1.93 1.19 20 0.48 0.70 0.40 0.44 2.65 1.59 21 0.53 0.65 0.50 0.49 1.70 1.36 22 0.40 0.49 0.25 0.34 1.75 1.48 23 0.30 0.37 0.23 0.32 2.08 1.62 24 0.33 0.50 0.37 0.45 2.42 1.71 25 0.41 0.47 0.22 0.31 3.13 2.22 26 0.51 0.70 0.53 0.50 2.30 1.70 27 0.54 0.70 0.38 0.50 2.71 1.96 28 0.57 0.72 0.49 0.52 3.27 2.39 29 0.47 0.63 0.46 0.45 2.33 1.72 30 0.62 0.73 0.43 0.45 2.36 1.73



Item Number


4 5 4 5 4 5 1 0.74 0.81 0.42 0.43 0.46 0.38 2 0.78 0.85 0.47 0.50 0.51 0.42 3 0.67 0.71 0.40 0.37 0.60 0.57 4 0.38 0.45 0.29 0.31 0.69 0.55 5 0.53 0.60 0.37 0.39 0.72 0.62 6 0.59 0.63 0.30 0.28 0.70 0.59 7 0.40 0.51 0.45 0.47 0.68 0.60 8 0.40 0.48 0.32 0.33 0.73 0.66 9 0.57 0.68 0.52 0.53 0.74 0.71

10 0.74 0.82 0.50 0.50 0.75 0.70 11 0.45 0.55 0.34 0.36 0.88 0.71 12 0.50 0.60 0.38 0.41 0.85 0.72 13 0.68 0.75 0.46 0.47 0.89 0.71 14 0.51 0.61 0.42 0.43 1.00 0.74 15 0.47 0.53 0.31 0.33 1.03 0.84 16 0.50 0.61 0.45 0.49 1.16 0.83 17 0.31 0.37 0.23 0.30 1.13 0.87 18 0.50 0.55 0.30 0.32 1.16 0.85 19 0.63 0.71 0.48 0.47 1.07 0.87 20 0.46 0.47 0.24 0.23 1.20 0.95 21 0.46 0.55 0.33 0.41 1.31 0.96 22 0.72 0.79 0.50 0.50 1.30 1.01 23 0.43 0.56 0.58 0.57 2.61 2.04 24 0.29 0.38 0.47 0.47 3.18 2.47 25 0.42 0.49 0.34 0.38 1.66 1.33 26 0.59 0.68 0.49 0.52 1.91 1.43 27 0.62 0.70 0.48 0.50 1.84 1.55 28 0.25 0.29 0.26 0.29 2.04 1.74 29 0.18 0.28 0.42 0.44 3.36 2.59 30 0.33 0.45 0.53 0.54 3.63 2.90



Item Number


1 0.62 0.69 0.75 0.46 0.44 0.45 0.48 0.37 0.43 2 0.72 0.78 0.81 0.39 0.40 0.37 0.49 0.35 0.43 3 0.48 0.53 0.55 0.31 0.33 0.35 0.66 0.40 0.51 4 0.49 0.53 0.57 0.39 0.41 0.40 0.66 0.37 0.51 5 0.56 0.64 0.68 0.47 0.48 0.47 0.67 0.37 0.49 6 0.40 0.46 0.53 0.34 0.36 0.39 0.64 0.35 0.49 7 0.69 0.74 0.78 0.42 0.42 0.44 0.63 0.38 0.51 8 0.31 0.37 0.42 0.30 0.34 0.36 0.69 0.42 0.66 9 0.48 0.53 0.57 0.35 0.38 0.41 0.66 0.42 0.66

10 0.62 0.69 0.73 0.47 0.48 0.49 0.67 0.37 0.55 11 0.48 0.52 0.58 0.42 0.45 0.47 0.72 0.44 0.64 12 0.80 0.84 0.86 0.48 0.49 0.49 0.71 0.45 0.66 13 0.87 0.88 0.90 0.49 0.50 0.47 0.72 0.45 0.59 14 0.67 0.73 0.78 0.51 0.54 0.55 0.69 0.47 0.68 15 0.25 0.25 0.27 0.04 0.07 0.08 0.83 0.54 0.70 16 0.28 0.34 0.43 0.25 0.29 0.38 0.77 0.54 0.84 17 0.42 0.48 0.51 0.30 0.31 0.33 0.83 0.59 0.80 18 0.45 0.50 0.59 0.42 0.44 0.47 0.80 0.63 0.92 19 0.56 0.58 0.65 0.33 0.33 0.34 0.95 0.66 0.84 20 0.35 0.39 0.43 0.35 0.37 0.40 1.00 0.80 0.88 21 0.48 0.53 0.58 0.33 0.38 0.37 1.06 0.92 0.94 22 0.35 0.42 0.48 0.36 0.40 0.43 1.23 0.98 1.00 23 0.32 0.41 0.45 0.48 0.52 0.51 2.05 1.60 1.68 24 0.59 0.66 0.72 0.48 0.47 0.47 2.07 1.66 1.76 25 0.47 0.51 0.54 0.35 0.34 0.33 1.29 1.19 1.06 26 0.65 0.69 0.74 0.48 0.48 0.49 1.41 1.12 1.09 27 0.21 0.25 0.29 0.06 0.10 0.16 1.36 1.17 1.29 28 0.37 0.42 0.46 0.31 0.34 0.37 1.59 1.33 1.50 29 0.23 0.29 0.38 0.47 0.48 0.51 2.64 2.32 2.64 30 0.51 0.60 0.68 0.56 0.54 0.55 2.58 2.55 2.66



Item Number


1 0.77 0.80 0.83 0.84 0.46 0.45 0.43 0.43 0.40 0.46 0.33 0.96 2 0.63 0.67 0.67 0.73 0.41 0.41 0.40 0.42 0.44 0.57 0.44 0.88 3 0.47 0.50 0.51 0.52 0.34 0.33 0.34 0.30 0.51 0.52 0.48 1.13 4 0.30 0.35 0.39 0.44 0.21 0.26 0.29 0.32 0.55 0.62 0.77 1.09 5 0.74 0.77 0.79 0.81 0.44 0.42 0.43 0.44 0.49 0.52 0.44 0.96 6 0.48 0.53 0.55 0.58 0.23 0.25 0.27 0.29 0.53 0.49 0.48 1.09 7 0.50 0.47 0.50 0.45 0.24 0.25 0.27 0.27 0.60 0.54 0.40 1.00 8 0.61 0.67 0.72 0.75 0.55 0.53 0.55 0.54 0.55 0.54 0.48 1.00 9 0.36 0.37 0.40 0.39 0.29 0.33 0.34 0.35 0.51 0.60 0.55 1.05 10 0.45 0.45 0.46 0.48 0.30 0.31 0.34 0.31 0.62 0.65 0.51 1.09 11 0.62 0.66 0.74 0.74 0.52 0.53 0.50 0.53 0.55 0.68 0.55 1.29 12 0.77 0.79 0.81 0.82 0.57 0.52 0.51 0.50 0.66 0.76 0.51 1.05 13 0.67 0.71 0.75 0.77 0.53 0.55 0.50 0.52 0.62 0.68 0.48 1.05 14 0.51 0.54 0.59 0.61 0.44 0.47 0.49 0.48 0.55 0.73 0.59 1.13 15 0.45 0.47 0.50 0.53 0.38 0.41 0.41 0.43 0.71 0.84 0.48 1.25 16 0.39 0.40 0.44 0.44 0.26 0.26 0.30 0.30 0.75 0.90 0.55 1.17 17 0.58 0.60 0.66 0.65 0.39 0.43 0.43 0.47 0.84 0.98 0.48 1.13 18 0.43 0.48 0.50 0.54 0.39 0.40 0.40 0.39 0.95 1.09 0.55 1.17 19 0.33 0.34 0.42 0.43 0.34 0.37 0.37 0.37 0.80 0.95 0.62 1.49 20 0.49 0.53 0.55 0.55 0.34 0.36 0.38 0.40 0.80 0.90 0.70 1.57 21 0.47 0.50 0.50 0.54 0.43 0.40 0.44 0.42 0.93 1.03 0.84 1.57 22 0.46 0.44 0.42 0.43 0.18 0.16 0.10 0.13 0.93 1.14 1.06 1.85 23 0.69 0.71 0.77 0.78 0.50 0.48 0.47 0.46 1.71 1.90 1.14 1.73 24 0.81 0.84 0.88 0.90 0.58 0.53 0.49 0.49 1.73 2.09 1.24 1.73 25 0.42 0.43 0.46 0.48 0.27 0.30 0.33 0.35 1.17 1.33 0.84 1.73 26 0.39 0.42 0.44 0.46 0.29 0.34 0.32 0.32 1.20 1.47 0.81 1.73 27 0.48 0.51 0.58 0.58 0.38 0.40 0.39 0.38 1.44 1.68 0.77 1.77 28 0.43 0.44 0.46 0.49 0.23 0.22 0.24 0.27 1.51 1.79 1.03 2.05 29 0.72 0.76 0.81 0.81 0.50 0.46 0.41 0.42 2.59 2.96 1.43 2.05 30 0.73 0.77 0.81 0.83 0.49 0.45 0.41 0.40 3.08 3.31 2.05 2.33


Table 250. Item Statistics, Writing, K–1

Item Number


K 1 K 1 K 1 1 0.92 0.97 0.34 0.18 1.01 0.35 2 0.94 0.98 0.34 0.19 1.13 0.39 3 0.62 0.83 0.56 0.44 1.19 0.35 4 0.84 0.94 0.44 0.31 4.18 1.51 5 0.71 0.82 0.50 0.39 6.82 2.70 6 0.45 0.83 0.65 0.54 5.18 1.29 7 0.31 0.64 0.60 0.48 7.94 2.41 8 0.44 0.81 0.62 0.51 5.81 1.38 9 0.52 0.87 0.68 0.56 7.40 1.75

10 0.20 0.63 0.69 0.75 8.16 1.61 11 0.54 0.70 1.94 12 0.64 0.76 5.15 13 0.63 0.76 2.21 14 0.53 0.73 6.67 15 0.40 0.60 0.23 0.37 7.24 1.19 16 0.46 0.54 0.22 0.20 7.21 1.11 17 0.50 0.84 0.42 0.46 7.53 1.15 18 0.68 0.89 0.37 0.40 7.34 1.12 19 0.53 0.85 0.45 0.46 7.46 1.19 20 0.46 0.71 0.36 0.42 7.94 1.33

Table 251. Item Statistics, Writing, 2–3

Item Number


2 3 2 3 2 3 1 0.54 0.68 0.41 0.44 0.68 0.40 2 0.53 0.55 0.20 0.20 0.96 0.69 3 0.59 0.65 0.32 0.33 1.29 0.67 4 0.52 0.58 0.27 0.27 1.27 0.75 5 0.49 0.66 0.33 0.41 1.69 0.93 6 0.48 0.59 0.32 0.34 2.10 1.37 7 0.52 0.71 0.32 0.42 1.59 0.87 8 0.50 0.57 0.26 0.30 1.79 0.89 9 0.38 0.46 0.22 0.26 1.26 0.79

10 0.48 0.66 0.33 0.39 1.24 0.79 11 0.77 0.84 0.65 0.61 1.10 0.79 12 0.74 0.83 0.68 0.66 1.06 0.98 13 0.72 0.82 0.70 0.69 1.69 1.34 14 0.69 0.79 0.69 0.66 1.23 1.08 15 0.65 0.75 0.65 0.64 1.22 1.06 16 0.53 0.65 0.62 0.65 1.74 1.30 17 0.62 0.72 0.72 0.72 1.18 1.14



Item Number


4 5 4 5 4 5 1 0.88 0.90 0.46 0.45 0.31 0.39 2 0.78 0.84 0.48 0.48 0.39 0.45 3 0.76 0.82 0.43 0.43 0.48 0.57 4 0.72 0.79 0.46 0.47 0.48 0.58 5 0.90 0.92 0.47 0.46 0.53 0.59 6 0.77 0.84 0.45 0.45 0.54 0.63 7 0.62 0.66 0.36 0.34 0.58 0.65 8 0.88 0.91 0.48 0.49 0.62 0.70 9 0.90 0.92 0.45 0.46 0.68 0.68

10 0.48 0.61 0.41 0.43 0.80 0.74 11 0.55 0.60 0.59 0.59 1.36 1.47 12 0.57 0.63 0.61 0.59 1.30 1.27 13 0.47 0.55 0.61 0.62 1.91 2.01 14 0.49 0.54 0.58 0.60 1.73 1.78 15 0.39 0.46 0.59 0.59 1.62 1.53 16 0.44 0.52 0.61 0.62 2.20 2.02 17 0.60 0.66 0.67 0.69 1.54 1.59


Item Number


1 0.74 0.80 0.81 0.46 0.45 0.43 0.55 0.49 0.49 2 0.78 0.82 0.85 0.44 0.44 0.47 0.55 0.49 0.55 3 0.77 0.78 0.80 0.46 0.44 0.44 0.65 0.49 0.49 4 0.56 0.61 0.65 0.36 0.36 0.36 0.65 0.51 0.53 5 0.64 0.64 0.65 0.34 0.35 0.34 0.68 0.61 0.59 6 0.67 0.74 0.78 0.45 0.46 0.48 0.77 0.58 0.55 7 0.57 0.59 0.64 0.27 0.29 0.33 0.75 0.59 0.51 8 0.59 0.63 0.70 0.36 0.36 0.37 0.77 0.72 0.59 9 0.56 0.62 0.67 0.45 0.47 0.49 0.77 0.73 0.65

10 0.53 0.55 0.62 0.37 0.39 0.38 0.83 0.68 0.69 11

12 0.39 0.43 0.46 0.60 0.61 0.61 1.43 1.31 1.33 13 0.41 0.45 0.48 0.60 0.61 0.60 2.06 1.75 1.78 14 0.45 0.48 0.51 0.59 0.60 0.58 1.83 1.69 1.64 15 0.50 0.55 0.60 0.69 0.68 0.69 1.92 1.87 1.98 16 0.39 0.43 0.48 0.64 0.65 0.66 2.58 2.16 2.15 17



Item Number


1 0.85 0.86 0.88 0.89 0.45 0.46 0.42 0.42 0.40 0.60 0.41 0.81 2 0.70 0.71 0.73 0.73 0.44 0.41 0.46 0.43 0.47 0.60 0.44 0.85 3 0.59 0.61 0.65 0.68 0.42 0.46 0.43 0.43 0.60 0.65 0.59 0.81 4 0.34 0.35 0.37 0.37 0.24 0.21 0.24 0.27 0.51 0.60 0.41 0.89 5 0.63 0.66 0.68 0.71 0.34 0.30 0.33 0.35 0.58 0.79 0.55 0.85 6 0.86 0.88 0.91 0.91 0.52 0.47 0.45 0.45 0.53 0.68 0.48 0.81 7 0.84 0.85 0.87 0.87 0.43 0.43 0.32 0.38 0.53 0.82 0.48 0.81 8 0.45 0.47 0.50 0.49 0.21 0.21 0.22 0.21 0.58 0.76 0.48 0.81 9 0.47 0.48 0.49 0.48 0.25 0.26 0.25 0.25 0.53 0.76 0.59 0.81 10 0.38 0.39 0.43 0.42 0.33 0.34 0.38 0.35 0.56 0.85 0.55 0.85 11 0.39 0.41 0.45 0.44 0.51 0.53 0.54 0.54 2.47 1.96 1.55 1.86 12 0.50 0.54 0.57 0.57 0.62 0.62 0.59 0.59 2.38 1.74 1.55 1.62 13 0.47 0.49 0.53 0.55 0.66 0.64 0.61 0.61 3.40 2.67 1.92 2.35 14 0.62 0.65 0.68 0.67 0.63 0.63 0.64 0.65 3.43 2.43 2.36 2.19 15 0.50 0.53 0.55 0.56 0.65 0.66 0.63 0.64 2.67 2.10 1.66 1.98 16 0.44 0.48 0.51 0.52 0.66 0.64 0.63 0.65 4.12 3.41 2.47 2.71 17 0.69 0.72 0.74 0.74 0.71 0.68 0.65 0.62 3.87 2.75 1.88 2.83