washington english language proficiency assessment (welpa)

Washington English Language Proficiency Assessment (WELPA) Annual Assessment Technical Report 2013–2014 School Year

Prepared by

McGraw-Hill Education CTB

for

Office of Superintendent of Public Instruction

P.O. Box 47200

Olympia, WA 98504-7200

August, 2014

Developed and published under contract with the State of Washington Office of 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 © 2014 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.

Copyright © 2014 by the State of Washington Office of Superintendent of Public Instruction (OSPI). PAGE I Portions copyright © 2004 by CTB/McGraw-Hill LLC.

WASHINGTION ENGLISH LANGUAGE PROFICIENCY ASSESSMENT

WELPA–Annual Test, 2013–14 Technical Report

Table of Contents

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

LIST OF FIGURES .................................................................................................................. XII

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

SECTION I: TEST AND TEST APPLICATIONS ........................................................................ 3

Chapter 1 Introduction ........................................................................................................... 3

1.1 Intended Score Interpretations and Test Uses ...................................................... 3

1.2 Target Test Population .......................................................................................... 3

1.3 Testing Window .................................................................................................... 4

SECTION II: TEST OPERATIONS ............................................................................................ 5

Chapter 2 Test Development and Test Scales ....................................................................... 5

2.1 Test Structure ....................................................................................................... 5

2.2 Item and Form Development ................................................................................. 7

2.3 Alignment to the WA ELD Standards .................................................................... 9

2.4 Test Scales and Types of Scores .........................................................................10

2.5 Quality Control Evidence .....................................................................................23

Chapter 3 Test Administration ..............................................................................................25

3.1 Administration Materials .......................................................................................25

3.2 Training Materials and Activities ..........................................................................26

3.3 Test Accommodations .........................................................................................27


Chapter 4 Scoring and Reporting .........................................................................................31

4.1 Scoring Process ...................................................................................................31

4.2 Reporting .............................................................................................................32


Chapter 5 Cut Score Review ................................................................................................35

5.1 Purpose of the Study ...........................................................................................35

5.2 Summary of the Study .........................................................................................35

Copyright © 2014 by the State of Washington Office of Superintendent of Public Instruction (OSPI). PAGE II Portions copyright © 2004 by CTB/McGraw-Hill LLC.

SECTION III: TEST EVALUATION ...........................................................................................44

Chapter 6 Data Analyses of the 2013–14 Operational Test ..................................................44

6.1 Test-Level Statistics .............................................................................................44

6.2 Item-Level Statistics .............................................................................................66

Chapter 7 Test Fairness .......................................................................................................69

7.1 Types of Evidence ...............................................................................................69

7.2 Summary of Evidence ..........................................................................................69

Chapter 8 Reliability and Validity ..........................................................................................72

8.1 Types of Evidence ...............................................................................................72

8.2 Summary of Evidence ..........................................................................................73

REFERENCES .........................................................................................................................75

APPENDICES...........................................................................................................................77

Appendix A Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM) ..........................................77

Appendix B Domain-Specific Raw Score Statistics ...............................................................84

Appendix C Domain-Specific Scale Score Statistics .............................................................89

Appendix D Subgroup Domain-Specific Score Statistics .......................................................94

Appendix E Domain-Specific Performance Level Distributions ........................................... 151

Appendix F Subgroup Domain-Specific Performance Level Distributions ........................... 156

Appendix G Domain-Specific Classification Accuracy and Consistency Results, Conditional on Performance Level .................................................................. 213

Appendix H Domain-Specific Classification Accuracy and Consistency Results, Conditional on Cutpoint ................................................................................... 218

Appendix I Domain-Specific Item Statistics by Grade ......................................................... 227

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LIST OF TABLES Table 1. 2014 WELPA Test Structure for Grades K–1 ................................................................................................... 5 Table 2. 2014 WELPA Test Structure for Grades 2–3 ................................................................................................... 6 Table 3. 2014 WELPA Test Structure for Grades 4–5 ................................................................................................... 6 Table 4. 2014 WELPA Test Structure for Grades 6–8 & 9–12 ....................................................................................... 6 Table 5. 2014 WELPA LOSS and HOSS ..................................................................................................................... 11 Table 6. Number of Cases in Calibration at Each Test Level ....................................................................................... 12 Table 7. Sample and Population N Sizes ..................................................................................................................... 13 Table 8. Sample Demographics: Row % by Grade, Primary Language, and Gender, Listening .................................. 14 Table 9. Sample Demographics: Row % by Grade, Primary Language, and Gender, Speaking ................................. 14 Table 10. Sample Demographics: Row % by Grade, Primary Language, and Gender, Reading ................................. 15 Table 11. Sample Demographics: Row % by Grade, Primary Language, and Gender, Writing ................................... 15 Table 12. Population Demographics: Row % by Grade, Primary Language, and Gender, Listening ........................... 16 Table 13. Population Demographics: Row % by Grade, Primary Language, and Gender, Speaking .......................... 17 Table 14. Population Demographics: Row % by Grade, Primary Language, and Gender, Reading ............................ 18 Table 15. Population Demographics: Row % by Grade, Primary Language, and Gender, Writing .............................. 19 Table 16. Estimates of Linking Standard Error (SE) Using Bootstrapping ................................................................... 21 Table 17. Projected and Observed AMAO-1 and AMAO-2 State-Level Results .......................................................... 22 Table 18. 2014 WELPA Cut Scores ............................................................................................................................. 35 Table 19. Raw Score Statistics, Overall ....................................................................................................................... 45 Table 20. Scale Score Statistics, Overall ..................................................................................................................... 45 Table 21. WELPA 2012–2014 Mean Scale Scores, Overall ........................................................................................ 46 Table 22. Subgroup Statistics, Overall, Kindergarten ................................................................................................... 47 Table 23. Subgroup Statistics, Overall, Grade 1 .......................................................................................................... 48 Table 24. Subgroup Statistics, Overall, Grade 2 .......................................................................................................... 48 Table 25. Subgroup Statistics, Overall, Grade 3 .......................................................................................................... 49 Table 26. Subgroup Statistics, Overall, Grade 4 .......................................................................................................... 49 Table 27. Subgroup Statistics, Overall, Grade 5 .......................................................................................................... 50 Table 28. Subgroup Statistics, Overall, Grade 6 .......................................................................................................... 50 Table 29. Subgroup Statistics, Overall, Grade 7 .......................................................................................................... 51 Table 30. Subgroup Statistics, Overall, Grade 8 .......................................................................................................... 51 Table 31. Subgroup Statistics, Overall, Grade 9 .......................................................................................................... 52 Table 32. Subgroup Statistics, Overall, Grade 10 ........................................................................................................ 52 Table 33. Subgroup Statistics, Overall, Grade 11 ........................................................................................................ 53 Table 34. Subgroup Statistics, Overall, Grade 12 ........................................................................................................ 53 Table 35. Performance Level Distributions, Overall ..................................................................................................... 54 Table 36. Performance Level Distributions for WELPA 2013–2014, Overall ................................................................ 55 Table 37. Subgroup Performance Level Distributions, Overall, Kindergarten .............................................................. 55 Table 38. Subgroup Performance Level Distributions, Overall, Grade 1 ...................................................................... 56

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Table 39. Subgroup Performance Level Distributions, Overall, Grade 2 ...................................................................... 56 Table 40. Subgroup Performance Level Distributions, Overall, Grade 3 ...................................................................... 57 Table 41. Subgroup Performance Level Distributions, Overall, Grade 4 ...................................................................... 57 Table 42. Subgroup Performance Level Distributions, Overall, Grade 5 ...................................................................... 58 Table 43. Subgroup Performance Level Distributions, Overall, Grade 6 ...................................................................... 58 Table 44. Subgroup Performance Level Distributions, Overall, Grade 7 ...................................................................... 59 Table 45. Subgroup Performance Level Distributions, Overall, Grade 8 ...................................................................... 59 Table 46. Subgroup Performance Level Distributions, Overall, Grade 9 ...................................................................... 60 Table 47. Subgroup Performance Level Distributions, Overall, Grade 10 .................................................................... 60 Table 48. Subgroup Performance Level Distributions, Overall, Grade 11 .................................................................... 61 Table 49. Subgroup Performance Level Distributions, Overall, Grade 12 .................................................................... 61 Table 50. Domain-Level Correlations by Grade Span Level ........................................................................................ 63 Table 51. Inter-Rater Agreement Statistics .................................................................................................................. 64 Table 52. Classification Accuracy and Consistency Results, Conditional on Performance Level, Overall ................... 66 Table 53. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Overall .................................... 66 Table 54. Kindergarten Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard

Error of Measurement (SEM) ....................................................................................................................... 78 Table 55. Grade 1 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error

of Measurement (SEM) ................................................................................................................................ 79 Table 56. Grades 2–3 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard

Error of Measurement (SEM) ....................................................................................................................... 80 Table 57. Grades 4–5 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard



Error of Measurement (SEM) ....................................................................................................................... 83 Table 60. Raw Score Statistics, Listening .................................................................................................................... 85 Table 61. Raw Score Statistics, Speaking ................................................................................................................... 85 Table 62. Raw Score Statistics, Reading ..................................................................................................................... 86 Table 63. Raw Score Statistics, Writing ....................................................................................................................... 86 Table 64. Raw Score Statistics, Comprehension ......................................................................................................... 87 Table 65. Raw Score Statistics, Oral ............................................................................................................................ 87 Table 66. Raw Score Statistics, Productive ................................................................................................................. 88 Table 67. Raw Score Statistics, Literacy ...................................................................................................................... 88 Table 68. Scale Score Statistics, Listening .................................................................................................................. 90 Table 69. Scale Score Statistics, Speaking .................................................................................................................. 90 Table 70. Scale Score Statistics, Reading ................................................................................................................... 91 Table 71. Scale Score Statistics, Writing ..................................................................................................................... 91 Table 72. Scale Score Statistics, Comprehension ....................................................................................................... 92 Table 73. Scale Score Statistics, Oral .......................................................................................................................... 92 Table 74. Scale Score Statistics, Productive ................................................................................................................ 93

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Table 75. Scale Score Statistics, Literacy .................................................................................................................... 93 Table 76. Subgroup Statistics, Listening, Kindergarten ................................................................................................ 95 Table 77. Subgroup Statistics, Listening, Grade 1 ....................................................................................................... 95 Table 78. Subgroup Statistics, Listening, Grade 2 ....................................................................................................... 96 Table 79. Subgroup Statistics, Listening, Grade 3 ....................................................................................................... 96 Table 80. Subgroup Statistics, Listening, Grade 4 ....................................................................................................... 97 Table 81. Subgroup Statistics, Listening, Grade 5 ....................................................................................................... 97 Table 82. Subgroup Statistics, Listening, Grade 6 ....................................................................................................... 98 Table 83. Subgroup Statistics, Listening, Grade 7 ....................................................................................................... 98 Table 84. Subgroup Statistics, Listening, Grade 8 ....................................................................................................... 99 Table 85. Subgroup Statistics, Listening, Grade 9 ....................................................................................................... 99 Table 86. Subgroup Statistics, Listening, Grade 10 ................................................................................................... 100 Table 87. Subgroup Statistics, Listening, Grade 11 ................................................................................................... 100 Table 88. Subgroup Statistics, Listening, Grade 12 ................................................................................................... 101 Table 89. Subgroup Statistics, Speaking, Kindergarten ............................................................................................. 102 Table 90. Subgroup Statistics, Speaking, Grade 1 ..................................................................................................... 102 Table 91. Subgroup Statistics, Speaking, Grade 2 ..................................................................................................... 103 Table 92. Subgroup Statistics, Speaking, Grade 3 ..................................................................................................... 103 Table 93. Subgroup Statistics, Speaking, Grade 4 ..................................................................................................... 104 Table 94. Subgroup Statistics, Speaking, Grade 5 ..................................................................................................... 104 Table 95. Subgroup Statistics, Speaking, Grade 6 ..................................................................................................... 105 Table 96. Subgroup Statistics, Speaking, Grade 7 ..................................................................................................... 105 Table 97. Subgroup Statistics, Speaking, Grade 8 ..................................................................................................... 106 Table 98. Subgroup Statistics, Speaking, Grade 9 ..................................................................................................... 106 Table 99. Subgroup Statistics, Speaking, Grade 10 ................................................................................................... 107 Table 100. Subgroup Statistics, Speaking, Grade 11................................................................................................. 107 Table 101. Subgroup Statistics, Speaking, Grade 12................................................................................................. 108 Table 102. Subgroup Statistics, Reading, Kindergarten ............................................................................................. 109 Table 103. Subgroup Statistics, Reading, Grade 1 .................................................................................................... 109 Table 104. Subgroup Statistics, Reading, Grade 2 .................................................................................................... 110 Table 105. Subgroup Statistics, Reading, Grade 3 .................................................................................................... 110 Table 106. Subgroup Statistics, Reading, Grade 4 .................................................................................................... 111 Table 107. Subgroup Statistics, Reading, Grade 5 .................................................................................................... 111 Table 108. Subgroup Statistics, Reading, Grade 6 .................................................................................................... 112 Table 109. Subgroup Statistics, Reading, Grade 7 .................................................................................................... 112 Table 110. Subgroup Statistics, Reading, Grade 8 .................................................................................................... 113 Table 111. Subgroup Statistics, Reading, Grade 9 .................................................................................................... 113 Table 112. Subgroup Statistics, Reading, Grade 10 .................................................................................................. 114 Table 113. Subgroup Statistics, Reading, Grade 11 .................................................................................................. 114 Table 114. Subgroup Statistics, Reading, Grade 12 .................................................................................................. 115

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Table 115. Subgroup Statistics, Writing, Kindergarten ............................................................................................... 116 Table 116. Subgroup Statistics, Writing, Grade 1 ...................................................................................................... 116 Table 117. Subgroup Statistics, Writing, Grade 2 ...................................................................................................... 117 Table 118. Subgroup Statistics, Writing, Grade 3 ...................................................................................................... 117 Table 119. Subgroup Statistics, Writing, Grade 4 ...................................................................................................... 118 Table 120. Subgroup Statistics, Writing, Grade 5 ...................................................................................................... 118 Table 121. Subgroup Statistics, Writing, Grade 6 ...................................................................................................... 119 Table 122. Subgroup Statistics, Writing, Grade 7 ...................................................................................................... 119 Table 123. Subgroup Statistics, Writing, Grade 8 ...................................................................................................... 120 Table 124. Subgroup Statistics, Writing, Grade 9 ...................................................................................................... 120 Table 125. Subgroup Statistics, Writing, Grade 10 .................................................................................................... 121 Table 126. Subgroup Statistics, Writing, Grade 11 .................................................................................................... 121 Table 127. Subgroup Statistics, Writing, Grade 12 .................................................................................................... 122 Table 128. Subgroup Statistics, Comprehension, Kindergarten ................................................................................. 123 Table 129. Subgroup Statistics, Comprehension, Grade 1 ........................................................................................ 123 Table 130. Subgroup Statistics, Comprehension, Grade 2 ........................................................................................ 124 Table 131. Subgroup Statistics, Comprehension, Grade 3 ........................................................................................ 124 Table 132. Subgroup Statistics, Comprehension, Grade 4 ........................................................................................ 125 Table 133. Subgroup Statistics, Comprehension, Grade 5 ........................................................................................ 125 Table 134. Subgroup Statistics, Comprehension, Grade 6 ........................................................................................ 126 Table 135. Subgroup Statistics, Comprehension, Grade 7 ........................................................................................ 126 Table 136. Subgroup Statistics, Comprehension, Grade 8 ........................................................................................ 127 Table 137. Subgroup Statistics, Comprehension, Grade 9 ........................................................................................ 127 Table 138. Subgroup Statistics, Comprehension, Grade 10 ...................................................................................... 128 Table 139. Subgroup Statistics, Comprehension, Grade 11 ...................................................................................... 128 Table 140. Subgroup Statistics, Comprehension, Grade 12 ...................................................................................... 129 Table 141. Subgroup Statistics, Oral, Kindergarten ................................................................................................... 130 Table 142. Subgroup Statistics, Oral, Grade 1 ........................................................................................................... 130 Table 143. Subgroup Statistics, Oral, Grade 2 ........................................................................................................... 131 Table 144. Subgroup Statistics, Oral, Grade 3 ........................................................................................................... 131 Table 145. Subgroup Statistics, Oral, Grade 4 ........................................................................................................... 132 Table 146. Subgroup Statistics, Oral, Grade 5 ........................................................................................................... 132 Table 147. Subgroup Statistics, Oral, Grade 6 ........................................................................................................... 133 Table 148. Subgroup Statistics, Oral, Grade 7 ........................................................................................................... 133 Table 149. Subgroup Statistics, Oral, Grade 8 ........................................................................................................... 134 Table 150. Subgroup Statistics, Oral, Grade 9 ........................................................................................................... 134 Table 151. Subgroup Statistics, Oral, Grade 10 ......................................................................................................... 135 Table 152. Subgroup Statistics, Oral, Grade 11 ......................................................................................................... 135 Table 153. Subgroup Statistics, Oral, Grade 12 ......................................................................................................... 136 Table 154. Subgroup Statistics, Productive, Kindergarten ......................................................................................... 137

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Table 155. Subgroup Statistics, Productive, Grade 1................................................................................................. 137 Table 156. Subgroup Statistics, Productive, Grade 2................................................................................................. 138 Table 157. Subgroup Statistics, Productive, Grade 3................................................................................................. 138 Table 158. Subgroup Statistics, Productive, Grade 4................................................................................................. 139 Table 159. Subgroup Statistics, Productive, Grade 5................................................................................................. 139 Table 160. Subgroup Statistics, Productive, Grade 6................................................................................................. 140 Table 161. Subgroup Statistics, Productive, Grade 7................................................................................................. 140 Table 162. Subgroup Statistics, Productive, Grade 8................................................................................................. 141 Table 163. Subgroup Statistics, Productive, Grade 9................................................................................................. 141 Table 164. Subgroup Statistics, Productive, Grade 10 ............................................................................................... 142 Table 165. Subgroup Statistics, Productive, Grade 11 ............................................................................................... 142 Table 166. Subgroup Statistics, Productive, Grade 12 ............................................................................................... 143 Table 167. Subgroup Statistics, Literacy, Kindergarten ............................................................................................. 144 Table 168. Subgroup Statistics, Literacy, Grade 1 ..................................................................................................... 144 Table 169. Subgroup Statistics, Literacy, Grade 2 ..................................................................................................... 145 Table 170. Subgroup Statistics, Literacy, Grade 3 ..................................................................................................... 145 Table 171. Subgroup Statistics, Literacy, Grade 4 ..................................................................................................... 146 Table 172. Subgroup Statistics, Literacy, Grade 5 ..................................................................................................... 146 Table 173. Subgroup Statistics, Literacy, Grade 6 ..................................................................................................... 147 Table 174. Subgroup Statistics, Literacy, Grade 7 ..................................................................................................... 147 Table 175. Subgroup Statistics, Literacy, Grade 8 ..................................................................................................... 148 Table 176. Subgroup Statistics, Literacy, Grade 9 ..................................................................................................... 148 Table 177. Subgroup Statistics, Literacy, Grade 10 ................................................................................................... 149 Table 178. Subgroup Statistics, Literacy, Grade 11 ................................................................................................... 149 Table 179. Subgroup Statistics, Literacy, Grade 12 ................................................................................................... 150 Table 180. Performance Level Distributions, Listening .............................................................................................. 152 Table 181. Performance Level Distributions, Speaking .............................................................................................. 152 Table 182. Performance Level Distributions, Reading ............................................................................................... 153 Table 183. Performance Level Distributions, Writing ................................................................................................. 153 Table 184. Performance Level Distributions, Comprehension ................................................................................... 154 Table 185. Performance Level Distributions, Oral ...................................................................................................... 154 Table 186. Performance Level Distributions, Productive ............................................................................................ 155 Table 187. Performance Level Distributions, Literacy ................................................................................................ 155 Table 188. Subgroup Performance Level Distributions, Listening, Kindergarten ....................................................... 157 Table 189. Subgroup Performance Level Distributions, Listening, Grade 1 ............................................................... 157 Table 190. Subgroup Performance Level Distributions, Listening, Grade 2 ............................................................... 158 Table 191. Subgroup Performance Level Distributions, Listening, Grade 3 ............................................................... 158 Table 192. Subgroup Performance Level Distributions, Listening, Grade 4 ............................................................... 159 Table 193. Subgroup Performance Level Distributions, Listening, Grade 5 ............................................................... 159 Table 194. Subgroup Performance Level Distributions, Listening, Grade 6 ............................................................... 160

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Table 195. Subgroup Performance Level Distributions, Listening, Grade 7 ............................................................... 160 Table 196. Subgroup Performance Level Distributions, Listening, Grade 8 ............................................................... 161 Table 197. Subgroup Performance Level Distributions, Listening, Grade 9 ............................................................... 161 Table 198. Subgroup Performance Level Distributions, Listening, Grade 10 ............................................................. 162 Table 199. Subgroup Performance Level Distributions, Listening, Grade 11 ............................................................. 162 Table 200. Subgroup Performance Level Distributions, Listening, Grade 12 ............................................................. 163 Table 201. Subgroup Performance Level Distributions, Speaking, Kindergarten ....................................................... 164 Table 202. Subgroup Performance Level Distributions, Speaking, Grade 1 .............................................................. 164 Table 203. Subgroup Performance Level Distributions, Speaking, Grade 2 .............................................................. 165 Table 204. Subgroup Performance Level Distributions, Speaking, Grade 3 .............................................................. 165 Table 205. Subgroup Performance Level Distributions, Speaking, Grade 4 .............................................................. 166 Table 206. Subgroup Performance Level Distributions, Speaking, Grade 5 .............................................................. 166 Table 207. Subgroup Performance Level Distributions, Speaking, Grade 6 .............................................................. 167 Table 208. Subgroup Performance Level Distributions, Speaking, Grade 7 .............................................................. 167 Table 209. Subgroup Performance Level Distributions, Speaking, Grade 8 .............................................................. 168 Table 210. Subgroup Performance Level Distributions, Speaking, Grade 9 .............................................................. 168 Table 211. Subgroup Performance Level Distributions, Speaking, Grade 10 ............................................................ 169 Table 212. Subgroup Performance Level Distributions, Speaking, Grade 11 ............................................................ 169 Table 213. Subgroup Performance Level Distributions, Speaking, Grade 12 ............................................................ 170 Table 214. Subgroup Performance Level Distributions, Reading, Kindergarten ........................................................ 171 Table 215. Subgroup Performance Level Distributions, Reading, Grade 1 ................................................................ 171 Table 216. Subgroup Performance Level Distributions, Reading, Grade 2 ................................................................ 172 Table 217. Subgroup Performance Level Distributions, Reading, Grade 3 ................................................................ 172 Table 218. Subgroup Performance Level Distributions, Reading, Grade 4 ................................................................ 173 Table 219. Subgroup Performance Level Distributions, Reading, Grade 5 ................................................................ 173 Table 220. Subgroup Performance Level Distributions, Reading, Grade 6 ................................................................ 174 Table 221. Subgroup Performance Level Distributions, Reading, Grade 7 ................................................................ 174 Table 222. Subgroup Performance Level Distributions, Reading, Grade 8 ................................................................ 175 Table 223. Subgroup Performance Level Distributions, Reading, Grade 9 ................................................................ 175 Table 224. Subgroup Performance Level Distributions, Reading, Grade 10 .............................................................. 176 Table 225. Subgroup Performance Level Distributions, Reading, Grade 11 .............................................................. 176 Table 226. Subgroup Performance Level Distributions, Reading, Grade 12 .............................................................. 177 Table 227. Subgroup Performance Level Distributions, Writing, Kindergarten .......................................................... 178 Table 228. Subgroup Performance Level Distributions, Writing, Grade 1 .................................................................. 178 Table 229. Subgroup Performance Level Distributions, Writing, Grade 2 .................................................................. 179 Table 230. Subgroup Performance Level Distributions, Writing, Grade 3 .................................................................. 179 Table 231. Subgroup Performance Level Distributions, Writing, Grade 4 .................................................................. 180 Table 232. Subgroup Performance Level Distributions, Writing, Grade 5 .................................................................. 180 Table 233. Subgroup Performance Level Distributions, Writing, Grade 6 .................................................................. 181 Table 234. Subgroup Performance Level Distributions, Writing, Grade 7 .................................................................. 181

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Table 235. Subgroup Performance Level Distributions, Writing, Grade 8 .................................................................. 182 Table 236. Subgroup Performance Level Distributions, Writing, Grade 9 .................................................................. 182 Table 237. Subgroup Performance Level Distributions, Writing, Grade 10 ................................................................ 183 Table 238. Subgroup Performance Level Distributions, Writing, Grade 11 ................................................................ 183 Table 239. Subgroup Performance Level Distributions, Writing, Grade 12 ................................................................ 184 Table 240. Subgroup Performance Level Distributions, Comprehension, Kindergarten ............................................ 185 Table 241. Subgroup Performance Level Distributions, Comprehension, Grade 1 .................................................... 185 Table 242. Subgroup Performance Level Distributions, Comprehension, Grade 2 .................................................... 186 Table 243. Subgroup Performance Level Distributions, Comprehension, Grade 3 .................................................... 186 Table 244. Subgroup Performance Level Distributions, Comprehension, Grade 4 .................................................... 187 Table 245. Subgroup Performance Level Distributions, Comprehension, Grade 5 .................................................... 187 Table 246. Subgroup Performance Level Distributions, Comprehension, Grade 6 .................................................... 188 Table 247. Subgroup Performance Level Distributions, Comprehension, Grade 7 .................................................... 188 Table 248. Subgroup Performance Level Distributions, Comprehension, Grade 8 .................................................... 189 Table 249. Subgroup Performance Level Distributions, Comprehension, Grade 9 .................................................... 189 Table 250. Subgroup Performance Level Distributions, Comprehension, Grade 10 .................................................. 190 Table 251. Subgroup Performance Level Distributions, Comprehension, Grade 11 .................................................. 190 Table 252. Subgroup Performance Level Distributions, Comprehension, Grade 12 .................................................. 191 Table 253. Subgroup Performance Level Distributions, Oral, Kindergarten ............................................................... 192 Table 254. Subgroup Performance Level Distributions, Oral, Grade 1 ...................................................................... 192 Table 255. Subgroup Performance Level Distributions, Oral, Grade 2 ...................................................................... 193 Table 256. Subgroup Performance Level Distributions, Oral, Grade 3 ...................................................................... 193 Table 257. Subgroup Performance Level Distributions, Oral, Grade 4 ...................................................................... 194 Table 258. Subgroup Performance Level Distributions, Oral, Grade 5 ...................................................................... 194 Table 259. Subgroup Performance Level Distributions, Oral, Grade 6 ...................................................................... 195 Table 260. Subgroup Performance Level Distributions, Oral, Grade 7 ...................................................................... 195 Table 261. Subgroup Performance Level Distributions, Oral, Grade 8 ...................................................................... 196 Table 262. Subgroup Performance Level Distributions, Oral, Grade 9 ...................................................................... 196 Table 263. Subgroup Performance Level Distributions, Oral, Grade 10 .................................................................... 197 Table 264. Subgroup Performance Level Distributions, Oral, Grade 11 .................................................................... 197 Table 265. Subgroup Performance Level Distributions, Oral, Grade 12 .................................................................... 198 Table 266. Subgroup Performance Level Distributions, Productive, Kindergarten ..................................................... 199 Table 267. Subgroup Performance Level Distributions, Productive, Grade 1 ............................................................ 199 Table 268. Subgroup Performance Level Distributions, Productive, Grade 2 ............................................................ 200 Table 269. Subgroup Performance Level Distributions, Productive, Grade 3 ............................................................ 200 Table 270. Subgroup Performance Level Distributions, Productive, Grade 4 ............................................................ 201 Table 271. Subgroup Performance Level Distributions, Productive, Grade 5 ............................................................ 201 Table 272. Subgroup Performance Level Distributions, Productive, Grade 6 ............................................................ 202 Table 273. Subgroup Performance Level Distributions, Productive, Grade 7 ............................................................ 202 Table 274. Subgroup Performance Level Distributions, Productive, Grade 8 ............................................................ 203

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Table 275. Subgroup Performance Level Distributions, Productive, Grade 9 ............................................................ 203 Table 276. Subgroup Performance Level Distributions, Productive, Grade 10 .......................................................... 204 Table 277. Subgroup Performance Level Distributions, Productive, Grade 11 .......................................................... 204 Table 278. Subgroup Performance Level Distributions, Productive, Grade 12 .......................................................... 205 Table 279. Subgroup Performance Level Distributions, Literacy, Kindergarten ......................................................... 206 Table 280. Subgroup Performance Level Distributions, Literacy, Grade 1 ................................................................. 206 Table 281. Subgroup Performance Level Distributions, Literacy, Grade 2 ................................................................. 207 Table 282. Subgroup Performance Level Distributions, Literacy, Grade 3 ................................................................. 207 Table 283. Subgroup Performance Level Distributions, Literacy, Grade 4 ................................................................. 208 Table 284. Subgroup Performance Level Distributions, Literacy, Grade 5 ................................................................. 208 Table 285. Subgroup Performance Level Distributions, Literacy, Grade 6 ................................................................. 209 Table 286. Subgroup Performance Level Distributions, Literacy, Grade 7 ................................................................. 209 Table 287. Subgroup Performance Level Distributions, Literacy, Grade 8 ................................................................. 210 Table 288. Subgroup Performance Level Distributions, Literacy, Grade 9 ................................................................. 210 Table 289. Subgroup Performance Level Distributions, Literacy, Grade 10 ............................................................... 211 Table 290. Subgroup Performance Level Distributions, Literacy, Grade 11 ............................................................... 211 Table 291. Subgroup Performance Level Distributions, Literacy, Grade 12 ............................................................... 212 Table 292. Classification Accuracy and Consistency Results, Conditional on Performance Level, Listening ............ 214 Table 293. Classification Accuracy and Consistency Results, Conditional on Performance Level, Speaking ........... 214 Table 294. Classification Accuracy and Consistency Results, Conditional on Performance Level, Reading ............. 215 Table 295. Classification Accuracy and Consistency Results, Conditional on Performance Level, Writing ............... 215 Table 296. Classification Accuracy and Consistency Results, Conditional on Performance Level, Comprehension . 216 Table 297. Classification Accuracy and Consistency Results, Conditional on Performance Level, Oral.................... 216 Table 298. Classification Accuracy and Consistency Results, Conditional on Performance Level, Productive ......... 217 Table 299. Classification Accuracy and Consistency Results, Conditional on Performance Level, Literacy .............. 217 Table 300. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Listening ............................. 219 Table 301. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Speaking ............................ 220 Table 302. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Reading .............................. 221 Table 303. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Writing ................................ 222 Table 304. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Comprehension .................. 223 Table 305. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Oral .................................... 224 Table 306. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Productive .......................... 225 Table 307. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Literacy .............................. 226 Table 308. Item Statistics, Listening, K–1 .................................................................................................................. 228 Table 309. Item Statistics, Listening, 2–3 ................................................................................................................... 228 Table 310. Item Statistics, Listening, 4–5 ................................................................................................................... 228 Table 311. Item Statistics, Listening, 6–8 ................................................................................................................... 229 Table 312. Item Statistics, Listening, 9–12 ................................................................................................................. 229 Table 313. Item Statistics, Speaking, K–1 .................................................................................................................. 230 Table 314. Item Statistics, Speaking, 2–3 .................................................................................................................. 230

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Table 315. Item Statistics, Speaking, 4–5 .................................................................................................................. 230 Table 316. Item Statistics, Speaking, 6–8 .................................................................................................................. 231 Table 317. Item Statistics, Speaking, 9–12 ................................................................................................................ 231 Table 318. Item Statistics, Reading, K–1 ................................................................................................................... 232 Table 319. Item Statistics, Reading, 2–3 .................................................................................................................... 232 Table 320. Item Statistics, Reading, 4–5 .................................................................................................................... 233 Table 321. Item Statistics, Reading, 6–8 .................................................................................................................... 234 Table 322. Item Statistics, Reading, 9–12 .................................................................................................................. 235 Table 323. Item Statistics, Writing, K–1 ..................................................................................................................... 236 Table 324. Item Statistics, Writing, 2–3 ...................................................................................................................... 236 Table 325. Item Statistics, Writing, 4–5 ...................................................................................................................... 236 Table 326. Item Statistics, Writing, 6–8 ...................................................................................................................... 237 Table 327. Item Statistics, Writing, 9–12 .................................................................................................................... 237

Copyright © 2014 by the State of Washington Office of Superintendent of Public Instruction (OSPI). PAGE XII Portions copyright © 2004 by CTB/McGraw-Hill LLC.

LIST OF FIGURES Figure 1. Projected and Observed AMAO-1 State-Level Results ................................................................................. 23 Figure 2. Projected and Observed AMAO-2 State-Level Results ................................................................................. 23 Figure 3. Impact Data of WELPA 2012–2014, Overall ................................................................................................. 39 Figure 4. Impact Data of WELPA 2012–2014, Listening .............................................................................................. 40 Figure 5. Impact Data of WELPA 2012–2014, Speaking ............................................................................................. 40 Figure 6. Impact Data of WELPA 2012–2014, Reading ............................................................................................... 41 Figure 7. Impact Data of WELPA 2012–2014, Writing ................................................................................................. 41 Figure 8. Impact Data of WELPA 2013–2014, Comprehension ................................................................................... 42 Figure 9. Impact Data of WELPA 2013–2014, Oral...................................................................................................... 42 Figure 10. Impact Data of WELPA 2013–2014, Productive ......................................................................................... 43 Figure 11. Impact Data of WELPA 2013–2014, Literacy .............................................................................................. 43 Figure 12. WELPA 2012–2014 Mean Scale Scores, Overall ....................................................................................... 46

Copyright © 2014 by the State of Washington Office of Superintendent of Public Instruction (OSPI). PAGE 1 Portions copyright © 2004 by CTB/McGraw-Hill LLC.

EXECUTIVE SUMMARY

This report describes the spring 2014 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 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 2014 was the third year WELPA was developed and administered by McGraw-Hill Education CTB for the state of Washington. Every aspect in an assessment cycle may provide evidence in support of the test validity (or evidence to the contrary), including but not limited to test design, content specifications, item development, psychometric quality, and inferences based on the results. 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. Onsite and webinar training sessions were provided to familiarize test administrators and proctors with testing and scoring procedures. Written constructed-response (CR) items were scored by McGraw-Hill Education CTB’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 both posted by the State of Washington Office of Superintendent of Public Instruction (OSPI) and distributed with District CD report packages. 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. To support stability in the state reporting of the language acquisition status of its English language learner (ELL) student population, a WELPA-specific test scale was established for the


2014 WELPA and linked to the 2013 WELPA test scale that used WELPA Form C. An internal cut score review was conducted by OSPI to confirm use of the same cut scores. 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 2014 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 2014 WELPA were relatively high, all at or above 0.84, which means that at least 84% 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 2014 WELPA. Additionally, the accuracy indices conditional on the Level 3/Level 4 cutpoint were high (>0.93). This means that more than 93% 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 2014 WELPA cycle. Quality control evidence is also discussed and summarized.

· Section III: Test Evaluation. Information about test performance and empirical evidence for the 2014 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.


(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 2014 annual WELPA was administered February 3 through March 14, 2014. All test materials were scheduled for return to McGraw-Hill Education CTB by March 21, 2014, and document processing and scoring for the majority was completed April 7, 2014.


SECTION II: TEST OPERATIONS

Chapter 2 Test Development and Test Scales

2.1 Test Structure The 2014 annual WELPA (Form D) 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 test 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 4 present an overview of the Form D test structure, including the administration mode, number and types of items, and score points for each subtest by grade span.

Table 1. 2014 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 DCR 8 8 SCR 6 (2 for Kindergarten) 18 (6 for Kindergarten)


Table 2. 2014 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

Table 3. 2014 WELPA Test Structure for Grades 4–5


Speaking Individual

DCR 7 7

SCR 10 30

ECR 1 4



MC DCR

26 4

26 4


MC 10 10 SCR 6 18 ECR 1 4

Table 4. 2014 WELPA Test Structure for Grades 6–8 & 9–12


Speaking Individual

DCR 7 7

SCR 10 30

ECR 1 4



MC DCR

26 4

26 4


MC 10 10 SCR 6 18 ECR 1 4

It should be noted that based on Washington’s testing needs, two items were suppressed (Grades 2–3 Listening Item 20 and Grades 9–12 Listening Item 19) and an additional item was double-keyed (Grades 6–8 Reading Item 5) before the operational test administration started. 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. 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 WELPA Form D was developed from LAS Links Form D, which was designed to allow states a formal and standardized method of measuring English language proficiency. The design of Form D 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 implications are that ELLs are now faced with greater language-learning demands than before. 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 specification, 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 McGraw-Hill Education CTB 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.

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 and 2014 WELPA administrations, respectively), 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.


2.4 Test Scales and Types of Scores

2.4.1 Test Scores

As with the 2012 and 2013 WELPA administrations, the 2014 WELPA consists of four separately scaled sections: Speaking, Listening, Reading, and Writing. This aligns with research-based evidence on language learners’ potential differential development across 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 2014 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. As described later in Section 2.4.5 of this chapter, the 2014 WELPA domain-level scales were linked back to the WELPA 2013 scales to support continuity in the AMAO measurements. 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 5.

Table 5. 2014 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 IRT Calibration

Student responses from the 2014 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 McGraw-Hill Education CTB’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. Accordingly, 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 2014 WELPA test population were used in the calibrations after data cleaning based on the 2014 WELPA reporting rules. Private school students, off-level students, and students who were previously transitioned were also excluded from the calibration analysis. Table 6 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 6. Number of Cases in Calibration at Each Test Level

Test Level Calibration N Size K–1 ~33,000 cases 2–3 ~25,800 cases 4–5 ~17,500 cases 6–8 ~15,800 cases 9–12 ~12,500 cases

The marginal maximum likelihood (MML) estimation procedure was used in the calibrations. IRT parameters of all operational items were successfully estimated.

2.4.4 Equipercentile Linking of Form D to Form C

To support equipercentile linking of Form D to Form C, a temporary scale was first established for Form D transforming the item parameters in the theta metric on this form into the scale score metric. This step was conducted by deriving and applying transformation constants (A and B) such that the means and standard deviations of the IRT scores of the two stratified random


samples (taken from the WELPA 2013 and 2014 test administrations) are comparable at each test grade span level (K–1, 2–3, 4–5, 6–8, and 9–12). To obtain the stratified samples, a total of 93,600 students (over 90% of the test population) were sampled from each WELPA test administration (2013 and 2014). The design was intended to support an adequate sample size for each grade-span level while achieving comparable demographic distributions between the two samples, despite potential demographic shifts from one administration to another. Table 7 below provides the N counts for the samples in comparison with those from the 2013 and 2014 WELPA test populations.

Table 7. Sample and Population N Sizes

Scale 2013/14 Sample N 2013 Population N 2014 Population N (prior to data conciliation with OSPI)

Listening 93,762 97,098 102,320 Speaking 93,559 96,888 102,162 Reading 93,816 97,128 102,336 Writing 93,666 97,018 102,176

The demographic distributions of the 2014 test population by grade, educational service district, primary language, and gender were used as the sampling targets. During the sampling, if the available observations to be sampled from a cell in the 2013 test administration were fewer than the desired number to be sampled, then the entire set of observations from the 2013 cell were used and a matching number was drawn from the corresponding cell in the 2014 administration. Demographic distributions of the obtained sample were inspected to confirm a reasonable representation of the WELPA test population from its corresponding test administration, with discrepancy in any cell percentage below 10% as the goal. Tables 8 through 15 below present the demographic distributions from the two obtained samples as well as those from the 2013 and 2014 test populations. Note that statistics reported for the 2014 population in these tables are based on test data prior to data reconciliation with OSPI, which occurred after the 2014 WELPA linking analysis. Descriptive statistics of IRT scores on the testing populations and samples were calculated and inspected. The mean, standard deviation (SD), skewness, and kurtosis of each sample were similar to those from the corresponding testing population. After the 2013 and 2014 samples were drawn, means and SDs of their score distributions were used to derive the linear transformation constants. Scores of the 2013 sample that were used were the final reported test scores from the 2013 WELPA. Scores of the 2014 sample came from student-level IRT pattern scores on the theta metric estimated from the calibrations that were described earlier.


Table 8. Sample Demographics: Row % by Grade, Primary Language, and Gender, Listening

Spanish Russian Vietnamese Somali Ukrainian Chinese Korean Tagalog Other Total Grade N F M F M F M F M F M F M F M F M F M F M

K 16479 32.48 34.04 2.36 2.50 1.90 2.18 1.04 0.85 0.89 0.97 1.19 1.38 0.63 0.66 0.34 0.44 7.72 8.45 48.55 51.45 1 15938 32.48 35.21 2.35 2.66 1.81 2.07 1.04 1.13 0.99 1.05 0.95 0.97 0.57 0.61 0.35 0.49 6.76 8.53 47.29 52.71 2 13679 32.70 36.34 2.21 2.66 1.58 2.12 1.06 0.96 0.96 0.98 0.63 0.84 0.35 0.53 0.39 0.56 6.73 8.39 46.62 53.38 3 11619 33.37 36.91 1.97 2.53 1.42 1.89 0.97 1.09 0.85 1.19 0.54 0.72 0.29 0.54 0.45 0.66 6.52 8.11 46.36 53.64 4 9852 31.81 37.65 1.39 2.43 1.31 2.14 1.07 1.32 0.81 0.87 0.65 0.80 0.40 0.55 0.47 0.76 6.45 9.12 44.36 55.64 5 7317 32.09 38.12 1.26 2.40 1.32 1.85 1.17 1.26 0.57 0.98 0.54 0.75 0.32 0.50 0.41 1.00 6.80 8.67 44.48 55.52 6 5904 32.08 39.55 1.35 1.61 1.19 1.68 1.21 1.28 0.53 0.79 0.58 0.64 0.40 0.40 0.51 0.80 6.74 8.67 44.59 55.41 7 5091 30.42 38.99 1.00 1.58 1.28 1.58 1.23 1.19 0.45 0.84 0.67 0.76 0.43 0.76 0.56 1.00 7.68 9.58 43.73 56.27 8 4391 29.53 38.10 1.18 1.82 1.23 1.74 1.33 1.48 0.51 0.87 0.64 0.84 0.33 0.89 0.72 1.07 7.80 9.92 43.26 56.74 9 3944 26.46 34.96 1.07 1.51 1.71 1.79 1.85 1.85 0.28 0.78 0.81 1.15 0.73 0.67 0.67 1.21 9.42 13.06 43.01 56.99 10 3167 26.30 33.39 1.07 1.27 1.77 2.58 1.67 1.44 0.47 0.64 1.44 1.54 1.04 0.77 0.40 1.04 10.30 12.88 44.46 55.54 11 2709 23.46 31.40 1.19 1.24 2.05 2.82 1.54 1.83 0.26 0.68 1.71 1.83 1.11 1.19 0.90 0.90 11.43 14.46 43.64 56.36 12 2230 22.97 29.43 1.11 1.41 2.88 3.74 2.02 1.82 0.30 0.61 1.97 2.02 0.45 1.62 0.71 1.82 11.81 13.33 44.22 55.78

Note. F= Female; M=Male.

Table 9. Sample Demographics: Row % by Grade, Primary Language, and Gender, Speaking


K 16514 32.48 34.09 2.35 2.50 1.90 2.19 1.04 0.85 0.88 0.96 1.19 1.38 0.63 0.66 0.33 0.44 7.67 8.46 48.46 51.54 1 15889 32.54 35.22 2.35 2.66 1.80 2.06 1.04 1.14 0.99 1.06 0.93 0.95 0.56 0.61 0.35 0.49 6.75 8.51 47.31 52.69 2 13671 32.68 36.39 2.21 2.65 1.58 2.13 1.06 0.96 0.96 0.97 0.63 0.85 0.35 0.54 0.38 0.56 6.72 8.38 46.58 53.42 3 11613 33.40 36.84 1.97 2.51 1.41 1.91 0.98 1.09 0.85 1.19 0.54 0.72 0.28 0.54 0.45 0.64 6.54 8.13 46.43 53.57 4 9820 31.81 37.69 1.38 2.41 1.31 2.15 1.06 1.33 0.81 0.86 0.66 0.79 0.39 0.55 0.48 0.75 6.47 9.10 44.37 55.63 5 7303 32.17 38.01 1.26 2.39 1.30 1.85 1.17 1.27 0.57 1.00 0.54 0.75 0.32 0.50 0.41 1.01 6.83 8.65 44.58 55.42 6 5902 32.02 39.57 1.35 1.61 1.19 1.70 1.19 1.30 0.53 0.79 0.59 0.64 0.40 0.40 0.51 0.80 6.71 8.70 44.49 55.51 7 5087 30.43 38.88 1.00 1.59 1.26 1.59 1.28 1.19 0.46 0.85 0.67 0.78 0.43 0.76 0.59 1.02 7.62 9.60 43.74 56.26 8 4383 29.62 38.03 1.18 1.82 1.25 1.74 1.30 1.48 0.51 0.87 0.64 0.84 0.33 0.90 0.72 1.07 7.77 9.92 43.32 56.68 9 3927 26.44 34.78 1.07 1.55 1.72 1.80 1.89 1.94 0.28 0.79 0.79 1.16 0.73 0.68 0.65 1.24 9.39 13.11 42.95 57.05 10 3127 25.93 33.44 1.05 1.29 1.80 2.61 1.70 1.49 0.48 0.61 1.46 1.56 1.05 0.78 0.41 0.98 10.42 12.93 44.30 55.70 11 2700 23.48 31.48 1.20 1.24 2.05 2.78 1.54 1.92 0.26 0.68 1.67 1.84 1.11 1.15 0.90 0.90 11.51 14.29 43.71 56.29 12 2226 22.76 29.59 1.11 1.37 2.93 3.79 2.07 1.82 0.30 0.61 1.92 1.97 0.46 1.57 0.76 1.82 11.79 13.35 44.11 55.89



Table 10. Sample Demographics: Row % by Grade, Primary Language, and Gender, Reading


K 16478 32.50 34.04 2.36 2.49 1.90 2.18 1.04 0.85 0.88 0.96 1.20 1.38 0.63 0.66 0.34 0.44 7.71 8.45 48.55 51.45 1 15940 32.53 35.20 2.35 2.66 1.80 2.08 1.04 1.13 0.99 1.05 0.95 0.96 0.56 0.60 0.35 0.49 6.76 8.51 47.32 52.68 2 13685 32.69 36.36 2.21 2.66 1.57 2.11 1.06 0.96 0.96 0.97 0.63 0.84 0.35 0.53 0.39 0.56 6.74 8.40 46.60 53.40 3 11623 33.39 36.92 1.97 2.53 1.42 1.89 0.98 1.08 0.85 1.19 0.54 0.72 0.28 0.54 0.45 0.65 6.51 8.10 46.38 53.62 4 9845 31.83 37.63 1.39 2.43 1.31 2.14 1.05 1.32 0.81 0.87 0.66 0.78 0.40 0.55 0.48 0.76 6.47 9.12 44.39 55.61 5 7317 32.17 38.03 1.26 2.39 1.31 1.84 1.17 1.27 0.57 0.99 0.54 0.74 0.32 0.48 0.41 1.01 6.83 8.66 44.58 55.42 6 5904 32.03 39.57 1.35 1.61 1.19 1.70 1.19 1.26 0.53 0.78 0.58 0.64 0.42 0.40 0.51 0.80 6.73 8.71 44.53 55.47 7 5088 30.42 38.89 0.99 1.58 1.23 1.58 1.23 1.19 0.45 0.84 0.67 0.78 0.43 0.76 0.58 1.04 7.69 9.64 43.71 56.29 8 4396 29.57 38.08 1.18 1.81 1.23 1.74 1.30 1.48 0.51 0.87 0.64 0.84 0.33 0.89 0.72 1.07 7.79 9.94 43.27 56.73 9 3951 26.37 34.98 1.04 1.51 1.71 1.79 1.88 1.85 0.28 0.78 0.81 1.15 0.73 0.67 0.67 1.23 9.39 13.14 42.88 57.12 10 3160 26.30 33.46 1.07 1.27 1.77 2.58 1.67 1.44 0.47 0.64 1.44 1.54 1.04 0.77 0.40 1.00 10.30 12.85 44.46 55.54 11 2710 23.51 31.40 1.19 1.24 2.05 2.82 1.54 1.79 0.26 0.68 1.71 1.83 1.11 1.19 0.90 0.90 11.48 14.42 43.73 56.27 12 2239 22.98 29.51 1.11 1.41 2.92 3.77 2.06 1.76 0.30 0.60 1.96 1.96 0.45 1.61 0.70 1.81 11.71 13.37 44.19 55.81


Table 11. Sample Demographics: Row % by Grade, Primary Language, and Gender, Writing


K 16465 32.52 34.05 2.35 2.50 1.90 2.16 1.04 0.85 0.88 0.96 1.19 1.37 0.63 0.66 0.33 0.44 7.70 8.45 48.55 51.45 1 15925 32.53 35.20 2.35 2.65 1.80 2.07 1.04 1.14 0.98 1.04 0.95 0.97 0.56 0.61 0.35 0.49 6.74 8.53 47.31 52.69 2 13670 32.70 36.37 2.20 2.66 1.58 2.12 1.06 0.95 0.96 0.98 0.63 0.84 0.35 0.53 0.40 0.56 6.75 8.37 46.62 53.38 3 11615 33.39 36.95 1.97 2.52 1.42 1.89 0.97 1.08 0.85 1.19 0.54 0.72 0.28 0.54 0.45 0.65 6.52 8.08 46.37 53.63 4 9841 31.84 37.67 1.39 2.43 1.31 2.15 1.05 1.32 0.81 0.87 0.66 0.78 0.40 0.55 0.48 0.76 6.45 9.08 44.39 55.61 5 7308 32.14 38.06 1.26 2.40 1.32 1.84 1.17 1.27 0.56 0.98 0.54 0.75 0.32 0.48 0.41 1.01 6.83 8.67 44.54 55.46 6 5903 32.07 39.53 1.35 1.61 1.19 1.68 1.17 1.28 0.53 0.79 0.59 0.64 0.40 0.40 0.51 0.80 6.75 8.70 44.56 55.44 7 5085 30.36 38.95 1.00 1.58 1.26 1.58 1.24 1.19 0.46 0.85 0.67 0.78 0.43 0.76 0.59 0.98 7.72 9.62 43.71 56.29 8 4395 29.59 38.01 1.18 1.82 1.23 1.74 1.31 1.48 0.51 0.87 0.64 0.84 0.33 0.90 0.72 1.07 7.78 9.98 43.28 56.72 9 3923 26.46 34.86 1.04 1.52 1.71 1.80 1.88 1.85 0.28 0.79 0.81 1.15 0.70 0.67 0.67 1.24 9.41 13.15 42.98 57.02 10 3134 26.25 33.30 1.08 1.28 1.79 2.60 1.69 1.45 0.47 0.64 1.45 1.52 1.05 0.78 0.40 1.01 10.39 12.85 44.57 55.43 11 2696 23.46 31.51 1.20 1.24 2.05 2.83 1.54 1.84 0.26 0.68 1.71 1.84 1.11 1.20 0.90 0.90 11.34 14.38 43.58 56.42 12 2216 22.87 29.17 1.12 1.42 2.95 3.81 2.08 1.73 0.30 0.61 1.98 1.98 0.46 1.63 0.76 1.83 11.84 13.47 44.36 55.64



Table 12. Population Demographics: Row % by Grade, Primary Language, and Gender, Listening

Spanish Russian Vietnamese Somali Ukrainian Chinese Korean Tagalog Other Total Population Grade N F M F M F M F M F M F M F M F M F M F M

2013 K 16278 31.54 34.03 2.36 2.54 2.09 2.20 1.01 1.16 1.06 1.12 1.22 1.45 0.84 0.67 0.37 0.47 7.63 8.23 48.13 51.87 1 15063 32.36 34.75 2.44 2.62 1.82 2.25 1.04 1.22 1.02 1.08 0.95 1.04 0.58 0.74 0.40 0.52 6.63 8.54 47.25 52.75 2 13074 32.19 35.59 2.42 2.73 1.75 2.19 1.07 0.94 1.14 1.20 0.73 0.89 0.37 0.57 0.42 0.71 6.84 8.24 46.94 53.06 3 10562 33.24 36.32 1.96 2.55 1.47 2.16 0.97 1.10 0.85 1.34 0.61 0.76 0.36 0.56 0.55 0.73 6.50 7.98 46.50 53.50 4 7808 31.36 37.30 1.42 2.42 1.32 2.32 1.06 1.38 0.86 0.86 0.67 0.97 0.42 0.59 0.47 1.01 6.50 9.07 44.08 55.92 5 6968 31.69 37.72 1.28 2.36 1.39 1.85 1.24 1.28 0.67 1.10 0.58 0.75 0.50 0.54 0.46 1.10 6.81 8.69 44.62 55.38 6 5620 31.39 38.81 1.47 1.79 1.28 1.72 1.19 1.26 0.73 0.85 0.67 0.94 0.51 0.71 0.60 0.96 6.64 8.50 44.47 55.53 7 4824 29.47 37.62 1.05 2.24 1.42 2.05 1.17 1.50 0.47 1.01 0.70 0.78 0.57 0.88 0.66 0.99 7.43 10.00 42.94 57.06 8 4057 28.46 36.89 1.57 1.79 1.30 1.72 1.32 1.42 0.56 1.20 0.66 1.03 0.86 0.98 0.98 1.35 8.31 9.61 44.02 55.98 9 3805 25.70 33.26 1.29 1.63 1.65 2.69 1.76 1.86 0.49 0.85 1.14 1.14 1.03 0.83 0.67 1.52 9.76 12.73 43.49 56.51 10 3273 26.15 31.89 1.37 1.58 1.85 2.52 1.55 1.73 0.52 0.85 1.64 2.28 1.15 1.24 0.64 1.12 10.01 11.92 44.87 55.13 11 2511 21.98 29.60 1.42 1.74 2.60 3.04 2.33 1.93 0.36 0.87 1.66 1.93 1.46 1.70 0.91 1.38 11.29 13.81 44.00 56.00 12 2192 22.60 27.51 1.46 1.77 3.68 4.46 2.05 2.32 0.41 0.91 1.86 2.36 0.55 1.59 1.09 2.23 10.78 12.37 44.47 55.53

2014 K 16479 32.48 32.88 2.46 2.49 1.90 2.15 1.14 0.81 0.87 0.97 1.32 1.48 0.63 0.72 0.35 0.46 8.06 8.83 49.21 50.79 1 15938 32.01 34.58 2.33 2.70 1.88 2.05 0.99 1.10 1.05 1.09 1.05 1.29 0.61 0.60 0.40 0.48 7.32 8.46 47.65 52.35 2 13679 32.36 35.87 2.20 2.68 1.55 2.05 1.04 1.25 0.96 1.02 0.68 0.84 0.45 0.53 0.39 0.56 6.74 8.83 46.37 53.63 3 11619 31.93 36.89 2.13 2.76 1.44 1.89 1.01 0.99 0.97 1.20 0.64 0.77 0.41 0.56 0.46 0.65 6.69 8.61 45.68 54.32 4 9852 32.45 36.54 1.76 2.40 1.32 2.11 1.08 1.09 0.70 1.30 0.58 0.68 0.36 0.47 0.49 0.68 7.14 8.88 45.86 54.14 5 7317 30.74 37.45 1.42 2.39 1.27 2.02 1.12 1.42 0.77 0.93 0.68 0.97 0.34 0.59 0.53 1.05 7.13 9.17 44.01 55.99 6 5904 31.30 37.18 1.39 2.22 1.22 1.73 1.25 1.51 0.56 0.90 0.61 0.71 0.42 0.42 0.58 1.20 7.49 9.32 44.82 55.18 7 5091 30.31 38.07 1.37 1.61 1.30 1.47 1.28 1.16 0.73 0.79 0.84 0.92 0.45 0.77 0.61 1.18 7.74 9.41 44.63 55.37 8 4391 28.76 36.48 1.07 2.07 1.53 2.05 1.32 1.62 0.57 1.05 0.77 0.87 0.34 0.84 0.73 1.14 7.58 11.20 42.68 57.32 9 3944 26.19 34.91 1.24 1.47 1.62 1.62 2.08 2.05 0.41 0.91 0.79 1.17 0.76 0.91 0.89 1.29 9.46 12.22 43.43 56.57 10 3167 25.07 32.18 1.33 1.29 1.99 2.65 1.67 1.45 0.44 0.69 1.36 1.52 1.11 0.76 0.85 1.61 10.67 13.36 44.49 55.51 11 2709 25.58 30.31 1.48 1.40 1.92 2.73 1.40 1.70 0.33 0.70 1.70 2.21 1.18 1.37 0.89 1.26 10.45 13.40 44.92 55.08 12 2230 22.11 27.58 1.30 1.57 2.69 3.45 2.78 1.66 0.31 0.63 2.11 1.88 0.99 1.66 0.85 1.61 12.51 14.30 45.65 54.35



Table 13. Population Demographics: Row % by Grade, Primary Language, and Gender, Speaking


2013 K 16340 31.52 34.02 2.35 2.55 2.09 2.23 1.01 1.15 1.07 1.12 1.22 1.45 0.84 0.67 0.37 0.47 7.65 8.25 48.12 51.88

1 15045 32.39 34.75 2.44 2.62 1.81 2.25 1.04 1.22 1.02 1.08 0.94 1.04 0.58 0.74 0.40 0.52 6.63 8.55 47.23 52.77

2 13051 32.18 35.63 2.42 2.72 1.74 2.18 1.07 0.94 1.15 1.20 0.74 0.90 0.37 0.57 0.42 0.71 6.85 8.22 46.94 53.06 3 10543 33.26 36.26 1.97 2.53 1.46 2.17 0.99 1.10 0.85 1.34 0.61 0.75 0.35 0.56 0.55 0.71 6.52 8.00 46.57 53.43 4 7776 31.38 37.33 1.41 2.40 1.32 2.31 1.06 1.39 0.86 0.85 0.66 0.98 0.41 0.60 0.47 1.00 6.52 9.05 44.09 55.91 5 6960 31.66 37.60 1.28 2.35 1.40 1.85 1.24 1.30 0.67 1.10 0.58 0.75 0.50 0.54 0.48 1.13 6.88 8.69 44.69 55.31 6 5617 31.35 38.87 1.47 1.79 1.28 1.74 1.17 1.28 0.73 0.85 0.67 0.94 0.51 0.71 0.60 0.94 6.61 8.49 44.40 55.60 7 4805 29.53 37.60 1.05 2.25 1.38 2.09 1.22 1.49 0.47 1.01 0.70 0.78 0.56 0.91 0.68 1.01 7.35 9.91 42.95 57.05 8 4052 28.45 36.89 1.57 1.79 1.32 1.72 1.30 1.42 0.56 1.20 0.66 1.03 0.86 0.98 0.98 1.37 8.27 9.61 43.98 56.02 9 3803 25.58 33.29 1.29 1.68 1.66 2.69 1.78 1.94 0.47 0.85 1.14 1.11 1.03 0.78 0.65 1.47 9.70 12.88 43.30 56.70 10 3258 26.33 31.64 1.34 1.59 1.83 2.53 1.56 1.80 0.55 0.82 1.65 2.29 1.16 1.25 0.64 1.07 10.04 11.93 45.09 54.91 11 2503 22.14 29.60 1.43 1.75 2.62 3.06 2.30 1.94 0.36 0.87 1.67 1.94 1.47 1.71 0.91 1.39 11.15 13.69 44.05 55.95 12 2181 22.54 27.57 1.46 1.78 3.75 4.48 2.10 2.24 0.41 0.82 1.83 2.24 0.55 1.55 1.10 2.29 10.79 12.48 44.54 55.46

2014 K 16514 32.49 32.93 2.48 2.51 1.90 2.16 1.13 0.81 0.87 0.97 1.32 1.48 0.63 0.72 0.33 0.47 8.00 8.80 49.15 50.85 1 15889 32.02 34.62 2.33 2.71 1.87 2.04 0.99 1.10 1.06 1.08 1.06 1.28 0.61 0.59 0.40 0.49 7.30 8.44 47.64 52.36 2 13671 32.34 35.88 2.20 2.68 1.55 2.06 1.05 1.26 0.96 1.01 0.68 0.84 0.45 0.55 0.38 0.56 6.74 8.83 46.35 53.65 3 11613 31.91 36.94 2.13 2.76 1.44 1.90 1.01 0.99 0.97 1.20 0.64 0.77 0.41 0.56 0.46 0.64 6.66 8.59 45.64 54.36 4 9820 32.46 36.49 1.76 2.40 1.32 2.10 1.08 1.09 0.70 1.30 0.58 0.67 0.36 0.47 0.50 0.67 7.14 8.90 45.91 54.09 5 7303 30.74 37.42 1.42 2.40 1.26 2.04 1.12 1.41 0.75 0.94 0.68 0.96 0.34 0.59 0.53 1.05 7.13 9.19 44.00 56.00 6 5902 31.29 37.11 1.39 2.24 1.22 1.73 1.27 1.54 0.56 0.90 0.61 0.71 0.42 0.42 0.58 1.20 7.49 9.32 44.83 55.17 7 5087 30.39 37.92 1.38 1.61 1.30 1.47 1.28 1.16 0.73 0.79 0.86 0.94 0.45 0.77 0.61 1.18 7.75 9.42 44.74 55.26 8 4383 28.84 36.37 1.07 2.10 1.53 2.05 1.32 1.60 0.57 1.05 0.78 0.87 0.34 0.84 0.73 1.14 7.60 11.20 42.78 57.22 9 3927 26.31 34.84 1.25 1.48 1.63 1.63 2.06 2.01 0.41 0.92 0.76 1.17 0.76 0.92 0.89 1.32 9.42 12.22 43.49 56.51 10 3127 24.66 32.24 1.31 1.31 2.01 2.65 1.69 1.47 0.45 0.70 1.38 1.54 1.09 0.77 0.86 1.63 10.81 13.43 44.26 55.74 11 2700 25.37 30.37 1.48 1.41 1.93 2.70 1.41 1.78 0.33 0.70 1.67 2.22 1.19 1.33 0.89 1.26 10.56 13.41 44.81 55.19 12 2226 22.10 27.40 1.30 1.53 2.74 3.50 2.96 1.66 0.31 0.63 2.11 1.84 0.99 1.66 0.85 1.62 12.49 14.29 45.87 54.13 Note. F= Female; M=Male.


Table 14. Population Demographics: Row % by Grade, Primary Language, and Gender, Reading


2013 K 16304 31.55 34.00 2.37 2.54 2.09 2.22 1.01 1.16 1.07 1.11 1.23 1.44 0.84 0.67 0.38 0.47 7.63 8.24 48.15 51.85

1 15058 32.40 34.77 2.44 2.62 1.81 2.24 1.04 1.22 1.02 1.07 0.95 1.04 0.57 0.73 0.39 0.52 6.64 8.53 47.26 52.74

2 13085 32.17 35.61 2.42 2.73 1.75 2.19 1.07 0.94 1.14 1.20 0.73 0.89 0.37 0.57 0.42 0.71 6.84 8.24 46.93 53.07 3 10584 33.24 36.35 1.96 2.55 1.47 2.15 0.98 1.10 0.85 1.34 0.61 0.75 0.36 0.56 0.55 0.72 6.49 7.97 46.51 53.49 4 7802 31.37 37.27 1.42 2.42 1.32 2.32 1.05 1.38 0.86 0.86 0.67 0.97 0.42 0.61 0.47 1.01 6.52 9.06 44.09 55.91 5 6981 31.73 37.64 1.28 2.36 1.39 1.84 1.23 1.29 0.67 1.09 0.58 0.75 0.50 0.52 0.48 1.12 6.84 8.68 44.69 55.31 6 5625 31.32 38.85 1.47 1.79 1.27 1.74 1.17 1.24 0.73 0.85 0.67 0.94 0.53 0.71 0.60 0.96 6.64 8.53 44.41 55.59 7 4830 29.49 37.55 1.05 2.24 1.39 2.05 1.17 1.50 0.47 1.00 0.72 0.78 0.57 0.88 0.68 1.03 7.44 9.99 42.99 57.01 8 4057 28.45 36.91 1.57 1.79 1.30 1.72 1.30 1.42 0.54 1.20 0.66 1.03 0.86 0.98 0.98 1.35 8.29 9.64 43.95 56.05 9 3807 25.63 33.26 1.29 1.65 1.65 2.68 1.78 1.83 0.49 0.85 1.14 1.14 1.03 0.83 0.67 1.52 9.78 12.77 43.46 56.54 10 3275 26.16 31.92 1.36 1.58 1.85 2.52 1.55 1.76 0.55 0.85 1.64 2.27 1.15 1.24 0.64 1.09 10.00 11.88 44.89 55.11 11 2510 22.05 29.63 1.42 1.74 2.61 3.04 2.33 1.90 0.36 0.87 1.66 1.94 1.46 1.70 0.91 1.38 11.18 13.83 43.97 56.03 12 2189 22.50 27.50 1.46 1.78 3.64 4.46 2.09 2.32 0.41 0.91 1.87 2.37 0.55 1.59 1.09 2.23 10.75 12.48 44.35 55.65

2014 K 16478 32.49 32.90 2.45 2.49 1.90 2.15 1.15 0.81 0.87 0.97 1.32 1.49 0.63 0.72 0.35 0.47 8.07 8.78 49.22 50.78

1 15940 32.00 34.59 2.33 2.70 1.88 2.05 1.00 1.10 1.05 1.09 1.06 1.29 0.61 0.59 0.40 0.49 7.32 8.45 47.65 52.35

2 13685 32.36 35.90 2.20 2.67 1.54 2.05 1.04 1.24 0.96 1.02 0.68 0.84 0.45 0.54 0.39 0.56 6.74 8.82 46.36 53.64 3 11623 31.95 36.88 2.13 2.76 1.44 1.89 1.01 0.98 0.97 1.20 0.65 0.77 0.41 0.56 0.46 0.65 6.68 8.61 45.69 54.31 4 9845 32.47 36.52 1.75 2.40 1.32 2.11 1.08 1.08 0.70 1.30 0.58 0.67 0.36 0.47 0.49 0.68 7.15 8.89 45.89 54.11 5 7317 30.79 37.42 1.42 2.39 1.27 2.04 1.12 1.42 0.77 0.94 0.68 0.97 0.34 0.59 0.53 1.05 7.13 9.12 44.06 55.94 6 5904 31.27 37.20 1.39 2.24 1.22 1.73 1.25 1.52 0.56 0.88 0.61 0.71 0.42 0.42 0.58 1.20 7.49 9.32 44.78 55.22 7 5088 30.33 38.01 1.38 1.61 1.28 1.47 1.26 1.16 0.73 0.79 0.85 0.94 0.45 0.77 0.59 1.20 7.72 9.47 44.58 55.42 8 4396 28.82 36.44 1.07 2.09 1.52 2.05 1.32 1.64 0.57 1.05 0.77 0.86 0.34 0.84 0.73 1.14 7.60 11.15 42.74 57.26 9 3951 26.15 34.98 1.21 1.47 1.62 1.62 2.08 2.05 0.40 0.91 0.78 1.16 0.76 0.91 0.89 1.32 9.42 12.28 43.31 56.69 10 3160 25.06 32.15 1.33 1.30 1.99 2.66 1.68 1.42 0.44 0.70 1.36 1.52 1.11 0.76 0.85 1.61 10.66 13.39 44.49 55.51 11 2710 25.39 30.48 1.48 1.40 1.92 2.73 1.40 1.66 0.33 0.70 1.70 2.21 1.18 1.37 0.89 1.25 10.55 13.36 44.83 55.17 12 2239 22.11 27.56 1.34 1.56 2.77 3.48 2.90 1.61 0.31 0.63 2.10 1.83 0.98 1.65 0.85 1.61 12.37 14.34 45.73 54.27 Note. F= Female; M=Male.


Table 15. Population Demographics: Row % by Grade, Primary Language, and Gender, Writing


2013 K 16308 31.55 34.01 2.36 2.56 2.09 2.21 1.01 1.16 1.07 1.12 1.22 1.43 0.84 0.67 0.37 0.47 7.63 8.24 48.13 51.87 1 15056 32.41 34.77 2.44 2.61 1.82 2.24 1.04 1.21 1.02 1.07 0.95 1.04 0.57 0.74 0.39 0.52 6.62 8.55 47.24 52.76 2 13077 32.19 35.60 2.42 2.74 1.75 2.19 1.07 0.93 1.14 1.20 0.74 0.89 0.37 0.57 0.42 0.71 6.84 8.21 46.95 53.05 3 10581 33.26 36.37 1.96 2.54 1.47 2.15 0.97 1.10 0.85 1.34 0.61 0.75 0.35 0.56 0.55 0.72 6.50 7.95 46.52 53.48 4 7797 31.39 37.30 1.42 2.42 1.32 2.32 1.05 1.38 0.86 0.86 0.67 0.98 0.42 0.61 0.47 1.01 6.50 9.02 44.10 55.90 5 6970 31.73 37.63 1.28 2.36 1.39 1.85 1.22 1.29 0.67 1.09 0.58 0.75 0.50 0.53 0.48 1.12 6.82 8.70 44.68 55.32 6 5613 31.32 38.87 1.47 1.79 1.28 1.72 1.15 1.26 0.73 0.85 0.67 0.94 0.51 0.71 0.60 0.96 6.65 8.51 44.39 55.61 7 4809 29.45 37.60 1.05 2.24 1.40 2.06 1.17 1.50 0.47 1.01 0.72 0.76 0.58 0.89 0.68 0.97 7.48 9.97 43.00 57.00 8 4047 28.48 36.86 1.57 1.79 1.30 1.72 1.30 1.43 0.57 1.20 0.66 1.03 0.86 0.98 0.98 1.33 8.26 9.68 43.98 56.02 9 3807 25.64 33.26 1.29 1.65 1.65 2.68 1.78 1.86 0.49 0.85 1.14 1.14 1.03 0.80 0.67 1.52 9.75 12.80 43.45 56.55 10 3267 26.24 31.80 1.37 1.58 1.85 2.52 1.55 1.76 0.55 0.85 1.64 2.28 1.16 1.25 0.64 1.09 10.03 11.83 45.03 54.97 11 2499 22.02 29.55 1.43 1.75 2.62 3.05 2.34 1.90 0.36 0.87 1.67 1.94 1.47 1.71 0.91 1.39 11.27 13.76 44.07 55.93 12 2185 22.52 27.44 1.46 1.78 3.74 4.47 2.10 2.32 0.41 0.91 1.87 2.37 0.55 1.60 1.14 2.19 10.76 12.40 44.53 55.47

2014 K 16465 32.51 32.88 2.45 2.50 1.89 2.14 1.15 0.81 0.87 0.97 1.33 1.48 0.63 0.72 0.35 0.46 8.05 8.79 49.24 50.76

1 15925 31.99 34.56 2.33 2.70 1.88 2.05 1.00 1.11 1.05 1.09 1.06 1.29 0.61 0.60 0.40 0.48 7.33 8.48 47.65 52.35

2 13670 32.38 35.87 2.19 2.67 1.55 2.06 1.04 1.24 0.96 1.02 0.68 0.83 0.45 0.53 0.40 0.56 6.75 8.83 46.39 53.61 3 11615 31.95 36.92 2.13 2.76 1.44 1.89 1.01 0.98 0.97 1.20 0.64 0.77 0.41 0.56 0.46 0.65 6.67 8.59 45.68 54.32 4 9841 32.48 36.51 1.76 2.40 1.32 2.11 1.08 1.09 0.70 1.30 0.58 0.67 0.36 0.47 0.49 0.68 7.13 8.88 45.89 54.11 5 7308 30.77 37.44 1.42 2.39 1.27 2.04 1.12 1.42 0.75 0.93 0.68 0.97 0.34 0.59 0.53 1.05 7.13 9.13 44.03 55.97 6 5903 31.27 37.17 1.39 2.24 1.22 1.73 1.25 1.52 0.56 0.90 0.61 0.71 0.42 0.42 0.58 1.20 7.50 9.30 44.81 55.19 7 5085 30.34 38.01 1.38 1.61 1.30 1.47 1.26 1.16 0.73 0.79 0.85 0.94 0.45 0.77 0.61 1.18 7.69 9.46 44.60 55.40 8 4395 28.83 36.43 1.07 2.07 1.52 2.05 1.32 1.64 0.57 1.05 0.77 0.86 0.34 0.84 0.73 1.14 7.60 11.17 42.75 57.25 9 3923 26.05 34.97 1.22 1.48 1.63 1.63 2.06 2.04 0.41 0.92 0.79 1.15 0.74 0.92 0.89 1.33 9.48 12.29 43.28 56.72 10 3134 25.02 31.97 1.34 1.31 2.01 2.68 1.69 1.44 0.45 0.70 1.37 1.50 1.12 0.77 0.86 1.63 10.69 13.47 44.54 55.46 11 2696 25.37 30.38 1.48 1.41 1.93 2.74 1.41 1.71 0.33 0.70 1.71 2.23 1.19 1.37 0.89 1.26 10.42 13.46 44.73 55.27 12 2216 22.07 27.26 1.35 1.58 2.80 3.52 2.93 1.58 0.32 0.63 2.12 1.85 0.99 1.67 0.86 1.62 12.45 14.40 45.89 54.11 Note. F= Female; M=Male.


The obtained transformation constants were then applied to convert the 0–1 theta metric for each domain and level of Form D to a preliminary 2014 WELPA scale on the scale score metric. With the scale score metric, test characteristic curves (TCCs), standard error (SE) curves, and item characteristic curves (ICCs) were produced and inspected for reasonable performance through the test scale and across grade spans. After completing the reasonableness checks of TCCs and ICCs, preliminary raw score-to-scale score (RS-SS) tables were produced for each level and domain with lowest obtainable scale score (LOSS) and highest obtainable scale score (HOSS) imposed. The LOSS and HOSS were the same as those in 2013 WELPA. Afterwards, the preliminary RS-SS tables were applied to the 2014 WELPA test population so that the resultant score distributions of the 2014 WELPA could be inspected as well. Following the scale transformation, an equipercentile linking was conducted from the 2014 WELPA (Form D) preliminary scale to the 2013 WELPA (Form C) final scale per linking test level (K, 1, 2–3, 4–5, 6–8, and 9–12) for each test domain (Speaking, Listening, Reading, and Writing). Note that Kindergarten students took a subset of the K–1 test form for Speaking, Reading, and Writing in the 2013 and 2014 WELPA administrations; therefore, separate linkings were conducted for Kindergarten and Grade 1 for these domain scales. The purpose of the linking is to fine tune the 2014 WELPA test scale with the goal to produce similar score distributions to those of the 2013 WELPA on comparable samples. Note that the Overall score has been calculated in WELPA as the average scale scores from the four domains: Speaking, Listening, Reading, and Writing. Although the linking was conducted at the domain level, the resultant score distributions on the Overall scale between the 2013 and 2014 WELPA samples were inspected as well for comparability. The same 2013 and 2014 samples that were used in linear transformation were used as the linking samples. The analysis implemented an on-level design of the linking structure and data collection that linked the same grade spans of the 2013 and 2014 WELPA test administrations. Prior to the equipercentile linking, scale score distributions of the 2013 and 2014 samples were inspected at each test level (K, 1, 2–3, 4–5, 6–8, 9–12) for four moments: mean, variance (and its positive squared root—standard deviation), skewness, and kurtosis. The score frequency distributions were also inspected and confirmed for the sample’s coverage through the test scale and inclusion of the majority of observed score points available for each given test level. The adequate coverage of the test scale ensures inclusion of students from various ability levels in the linking sample. A frequency estimation equipercentile linking procedure was applied, using test scores from the linking samples. In each linking, the scale scores for the 2014 WELPA were set such that the same percentages of students in the 2014 sample were below the scale scores as those that were below the corresponding scale scores in the 2013 sample for the relevant domain and test level. A linear interpolation procedure was used to obtain equivalents for unobserved score points between LOSS and HOSS at each test level. Postsmoothing was not performed after inspection of the score distributions of the converted test scores, as the distributions were generally smooth without surprising abruptness that was not explainable. Details regarding equipercentile procedures can be found in Kolen and Brennan (2004).


In preparation of the concordance tables, any non-integer score value was rounded to the nearest integer in order to maintain consistency in format with the relevant scale scores that would be reported in the integer format in operational administrations. The bootstrap technique was used to estimate the magnitude of errors due to sampling. Five hundred iterations were run for each linking. Linking standard errors (SEs) were estimated at each score point using results from the iterations. The magnitude of non-weighted average SE for each linking test level based on rounded converted scale scores were compared to observed scale score SD at each grade and test level, with the former expected to be less than one third of the latter. Table 16 shows the non-weighted average SE for each linking grade span based on rounded converted scale scores. The errors are relatively small and within one fifteenth of the scale score SD at each grade/grade span (see Appendix B for estimated domain-level SDs). It should be noted that the linking is not often stable around LOSS and HOSS due to small sample sizes at these score levels. Any method cannot easily resolve this issue. It is common to find a large bootstrap SE when the sample size is relatively small, and one would expect a small SE with a large sample size.

Table 16. Estimates of Linking Standard Error (SE) Using Bootstrapping

Linking Test Level

Average SE Listening Speaking Reading Writing

K 0.86

1.29 2.58 2.16 1 1.68 2.99 1.76

2–3 2.78 1.87 0.59 3.34 4–5 1.32 1.76 2.18 3.89 6–8 2.94 2.12 2.72 2.85 9–12 1.66 1.83 2.76 3.02

The concordance results from this linking were used to adjust the 2014 WELPA preliminary RS-SS tables and to link the 2014 WELPA test scale to the WELPA 2013 test scale. The adjusted Form D RS-SS tables were considered final tables and used to score students. Take Listening at the K–1 test level for an example: If in Form D a raw score of 5 corresponded to a scale score of 378 based on the preliminary RS-SS tables, and the concordance table from equipercentile linking showed that a scale score of 378 on Form D for the same domain and level corresponded to a scale score of 354 in WELPA 2013 (using Form C final tables), then the adjusted RS-SS table for Form D would show that a raw score 5 be assigned a scale score value of 354 (vs. 378).

2.4.5 Consistency Check

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 from the 2014 WELPA were scored using the final RS-SS tables after adjustment based on the equipercentile linking, and their scores were used to project AMAO-1 and AMAO-2 results for the 2014 WELPA for the purpose of a consistency check. The projected AMAO results were compared with those from the past four years (2010–2013). The projection of 2014 AMAO-1 was based on matched test records from the 2013 and 2014 WELPA test administrations. The projection for AMAO-2 used test records from the 2014 WELPA test administration. A comparison of the projected AMAO results with those from the past years was conducted at both the state and district levels. The projected AMAO results largely show similar values and patterns to the past. The comparison results were evaluated for reasonability in tendency. A summary of the evaluation was shared with OSPI, along with projected district-level and state-level AMAO results, for confirmation from the agency perspective that observed trends in AMAO results across years and grades were adequately reasonable to support use of the final RS-SS tables for the 2014 WELPA test scale. Relevant results were also presented to the National Technical Advisory Committee (NTAC) for review. The projected state-level AMAO-1 results and observed results from the past four years are presented in Table 17. They are also visually depicted in Figures 1 and 2. It can be seen that the projected results are close in value to those from 2013 and within the variation range from the past four years. The convergence of the data provides evidence in support of the validity of the 2014 WELPA score reporting.

Table 17. Projected and Observed AMAO-1 and AMAO-2 State-Level Results

State-Level AMAO 2010 2011 2012 2013 2014 Projected

N % N % N % N % N %

AMAO-1 60,512 66.8% 65,808 78.4% 65,063 74.0% 71,257 71.3% 76,072 72.1%

AMAO-2 83,973 13.2% 90,527 20.4% 89,149 11.7% 98,420 12.3% 104,130 12.4%


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

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

Additionally, the score distribution on Overall by grade was inspected for the 2014 WELPA and compared to that of the 2013 WELPA for reasonable consistency. Final comparison results can be found in Table 21 in Section 6.1.1.

2.5 Quality Control Evidence The LAS Links Form D used in the 2014 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).

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%projected

AMAO-1 State % Making Progress

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

2010% 2011% 2012% 2013% 2014%projected

AMAO-2 State % Achievement


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. · Characteristics of the calibration and linking samples were examined and well controlled.


Chapter 3 Test Administration

3.1 Administration Materials The WELPA Form D 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 2014 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 2014 administration. These forms are described in Section 3.3 (Test Accommodations). LAS Links Form D materials were reviewed by OSPI and customized 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 customer feedback, a new subset of Reading items was chosen for administration to Kindergarten students, which differed from the LAS Links Form C and WELPA Form C administration. A detailed description of the customization to testing and ancillary materials is provided below. Testing materials. Modifications included:

· changed select Speaking item stems (10, 11, 14, and 15) in Grades 4–12 to clarify the expected response to the students;

· modified stimuli (pictures) associated with Speaking items mentioned above for Grades 4–5 and 6–8 in order to prevent students from reading the presented text verbatim;

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

· modified directions for select Writing CR items in order to reduce the amount of text in the read alouds for items with tables and charts;


· modified the font used in the K–1 Student Answer Book to match hand-written graphemes (letters) in the Writing subtest;

· made changes to apply corrections found in the Form C (Year 2) errata; · customized the WELPA student profile sheet (or biogrid) on scannable Student Answer

Books (K–12); and · customized WELPA covers for non-scannable and scannable books as well as audio

CDs for K–12 grade spans. Additionally, the blank sheet of notebook paper, which was locally provided to each student, was removed by customer’s request in the DFA and audio CDs for Listening but retained for Writing. Students could still use notebook paper to draft their extended written response, and the notebook paper was not scored. Nor did the draft have any influence on the scoring of students’ responses in the scannable Student Answer Book. Ancillary materials. Modifications made to the DFA and Interpretation Guide included:

· Examiner’s Guide. The LAS Links Examiner’s Guides were renamed Directions for Administration (DFA), with custom WELPA covers. Washington state guidelines for standardized test administration and test accommodations were reviewed and reflected in the language of the DFA. For example, test directions or stimuli were read aloud in English as a means of accommodation for test users when considered appropriate to the test construct and to adhere to Universal Design principles. These accommodations were updated and standardized in WELPA Form D so that it was clear to test proctors which text in the DFA could be repeated or read aloud. In addition, changes were made to Appendix A “Scoring Rubrics and Sample Responses for Speaking” to align with the changes made to the Speaking item stems mentioned from above. All changes were carefully reviewed before implementation in order to ensure that no systematic construct-irrelevant factor was introduced.

· Interpretation Guide. WELPA custom covers were used. Content of the Interpretation Guide was reused from the Form C Interpretation Guide and was reviewed and edited to more accurately reflect the information immediately relevant to the WELPA users. For example, LAS Links performance level definitions and cut scores were replaced by WELPA performance level definitions and descriptors along with WELPA Form D cut score tables.

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 2014 annual WELPA were conducted on November 20, 2013 (1–3 pm) and November 21, 2013 (9–11 am) with an additional make-up on December 4, 2013 (1–3 pm). A Return of Materials training webinar was conducted on February 5, 2014 (9–10 am). This new webinar focused on accurate packaging and return of materials to McGraw-Hill Education CTB 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. According to OSPI’s 2014 WELPA post-administration surveys1, a total of 30 respondents on the Test Material Delivery and Return Shipment Survey answered the question regarding usefulness of the training PowerPoint. Among them, 53.3% rated the training PowerPoint very helpful, and 43.3%, somewhat helpful. Among the question respondents on the Coordinators/Administrator Survey (N=59), 61.0% thought the training PowerPoint very useful, and 37.3%, somewhat useful. Results from the Proctor Survey also show that among the question respondents (N=117), 75.2% of them agreed that the questions that they had about how to administer the WELPA were answered in the training resources, and 20.5% of them somewhat agreed. The survey results in general support usefulness of the provided training resources. A spring post-assessment reports overview training webinar was conducted on June 3, 2014 (9–11 am). 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. It should be noted that results from the OSPI’s survey to WELPA proctors show that 13.7% of the respondents strongly agreed that they would use the WELPA results for planning in their classroom, and 32.5%, agreed. It was also noted that 29.1% of the respondents rated the question as “Not Applicable.” If these “Not Applicable” respondents were excluded from the calculation, then 65.2% in total strongly agreed or agreed that they planned to use WELPA results to inform classroom instruction. The survey results speak to the value of supporting educators in using WELPA results to plan instruction.

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 accommodation guidelines: http://www.k12.wa.us/assessment/statetesting/pubdocs/AccommodationManual.pdf Both Large Print and Braille forms were available for the 2014 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 2014 WELPA tests.

1 The 2014 WELPA post-administration surveys were optional. There were three surveys: Test Material Delivery and Return Shipment Survey, Coordinator/Administrator Survey, and Proctor Survey.


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 third 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 D Braille Edition test was built from the LAS Links Braille Form D. 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 D 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 D’s DFA for reference. In creating the braille edition for WELPA Form D, 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.

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 D. Careful development of Braille Form D directions allows for the measurement of the same types of language knowledge and skills as the standard form of the 2014 WELPA. The materials for the Form D 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), 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 February 18, 2014; and the kit for 6–8, February 28, 2014. 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 D 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 McGraw-Hill Education CTB.

3.4 Quality Control Evidence Test materials. A key quality process at McGraw-Hill Education CTB 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 all 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. Onsite training sessions were conducted in two locations, and 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 web-based training sessions conducted by McGraw-Hill Education CTB’s Professional Development team and was 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 were also instructed to refrain from giving students inappropriate assistance during testing. McGraw-Hill Education CTB’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 McGraw-Hill Education CTB. Many of McGraw-Hill Education CTB vendors are ISO-9000 certified. McGraw-Hill Education CTB 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 2014 WELPA included security barcoding and student labels as part of the McGraw-Hill Education CTB 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 McGraw-Hill Education CTB’s scoring facility, all secure materials were verified. Upon completion of McGraw-Hill Education CTB’s materials inventory and document processing, missing materials reports were prepared and shared with OSPI for resolution with districts.


Additionally, McGraw-Hill Education CTB 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 2014 WELPA tests were scored and processed by McGraw-Hill Education CTB’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. McGraw-Hill Education CTB 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 McGraw-Hill Education CTB’s handscoring team for the 2014 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, McGraw-Hill Education CTB’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

McGraw-Hill Education CTB’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 2014 WELPA is described in Section 6.1.4.

4.2 Reporting Three types of reports were prepared for the 2014 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. Two copies of the Interpretation Guide were included with each district CD package. 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 2014 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, cost-efficient scoring. The Technology and Scoring Departments at McGraw-Hill Education CTB 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 were 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 McGraw-Hill Education CTB 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 of the Study Given adequate score linkage from Form D to Form C at the domain level, the same cut scores from WELPA 2013 were considered for use in the 2014 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 and 2013 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 2014 WELPA.

5.2 Summary of the Study 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. The review was organized by OSPI and involved representatives from relevant branches within the agency. Relevant cut score data were also presented to the NTAC for review. Table 18 presents the final cut scores approved for the 2014 WELPA. These cut scores are the same as those used in WELPA 2013. 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 18. 2014 WELPA Cut Scores

Annual Test: Overall Scale Score Cuts

Grade LOSS Intermediate Advanced Transitional HOSS 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

Scale Score Cuts Grade LOSS Intermediate Advanced Transitional HOSS

K 300 390 444 490 530 1 300 399 457 504 530 2 310 407 463 514 560 3 310 408 468 530 560 4 350 408 472 553 630 5 350 409 475 563 630 6 360 409 478 572 640 7 360 410 481 582 640 8 360 410 486 582 640 9 370 411 491 583 650 10 370 411 496 583 650 11 370 411 501 583 650 12 370 411 506 583 650

Annual Test: Speaking


K 300 397 476 530 580 1 300 404 478 540 580 2 310 417 484 542 600 3 310 418 488 550 600 4 320 418 491 558 635 5 320 419 495 562 635 6 325 419 500 565 645 7 325 420 504 569 645 8 325 421 505 570 645 9 330 422 505 572 650 10 330 422 506 573 650 11 330 423 506 574 650 12 330 424 507 575 650

Annual Test: Reading


K 240 277 375 436 550 1 240 306 410 473 550 2 300 318 455 496 610 3 300 342 464 520 610 4 360 366 472 543 680 5 360 376 481 555 680 6 380 387 489 568 690 7 380 397 498 580 690 8 380 402 508 583 690 9 390 407 519 586 700 10 390 412 529 588 700 11 390 417 539 591 700 12 390 422 549 594 700


Annual Test: Writing Scale Score Cuts


Annual Test: Comprehension


K 270 332 407 458 540 1 270 357 437 480 540 2 305 378 461 501 585 3 305 385 468 524 585 4 355 416 472 546 655 5 355 416 484 551 655 6 370 425 487 564 665 7 370 428 492 577 665 8 370 433 504 581 665 9 380 434 504 581 675 10 380 435 516 586 675 11 380 442 525 586 675 12 380 451 534 586 675

Annual Test: Oral


K 300 393 459 510 555 1 300 408 471 511 555 2 310 415 479 522 580 3 310 423 482 543 580 4 335 424 483 554 632 5 335 425 492 559 632 6 342 425 494 560 642 7 342 425 497 575 642 8 342 426 502 576 642 9 350 426 503 577 650 10 350 431 506 577 650 11 350 435 507 577 650 12 350 436 516 577 650


Annual Test: Productive Scale Score Cuts


Annual Test: Literacy


K 220 271 379 434 590 1 220 278 432 489 590 2 285 356 461 508 625 3 285 357 470 526 625 4 325 403 479 548 680 5 325 403 488 557 680 6 340 427 497 572 690 7 340 427 507 584 690 8 340 430 513 589 690 9 350 431 518 589 700 10 350 431 521 589 700 11 350 444 531 589 700 12 350 447 535 592 700

Figures 3 through 11 illustrate corresponding impact data for the nine test 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. The cut scores for Comprehension, Oral, Productive, and Literacy were derived and implemented in 2013; therefore, only the impact data from 2013 and 2014 were included. It can be seen that the variations in impact data across years on the nine scales are relatively small and typically within 5%.


Legend

Figure 3. Impact Data of WELPA 2012–2014, Overall

Overall (2012–14)

0%10%20%30%40%50%60%70%80%90%

100%

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


Figure 4. Impact Data of WELPA 2012–2014, Listening

Figure 5. Impact Data of WELPA 2012–2014, Speaking

Listening (2012–14)

0%10%20%30%40%50%60%70%80%90%

100%

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

Speaking (2012–14)

0%10%20%30%40%50%60%70%80%90%

100%

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


Figure 6. Impact Data of WELPA 2012–2014, Reading

Figure 7. Impact Data of WELPA 2012–2014, Writing

Reading (2012–14)

0%10%20%30%40%50%60%70%80%90%

100%

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

Writing (2012–14)

0%10%20%30%40%50%60%70%80%90%

100%

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


Figure 8. Impact Data of WELPA 2013–2014, Comprehension

Figure 9. Impact Data of WELPA 2013–2014, Oral

Comprehension (2013–14)

0%10%20%30%40%50%60%70%80%90%

100%

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

Oral (2013–14)

0%10%20%30%40%50%60%70%80%90%

100%

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


Figure 10. Impact Data of WELPA 2013–2014, Productive

Figure 11. Impact Data of WELPA 2013–2014, Literacy

Productive (2013–14)

0%10%20%30%40%50%60%70%80%90%

100%

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

Literacy (2013–14)

0%10%20%30%40%50%60%70%80%90%

100%

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


SECTION III: TEST EVALUATION

Chapter 6 Data Analyses of the 2013–14 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 2014 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 19 shows summary statistics on the Overall raw scores by grade and grade span. Statistics on scale scores are provided in Table 20. Student performance on Overall by subgroup for each grade is summarized in Tables 22–34. 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. Across grade spans, the mean Overall scale score noticeably increased in every grade span except for 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 19. Raw Score Statistics, Overall

Grades N Max. Points

Observed Min. Points

Observed Max. Points Mean SD Cronbach

Reliability SEM

K–1 16128 N/A N/A N/A N/A N/A N/A N/A K 16829 91 0 91 53.95 14.93 0.93 4.41 1 16128 123 0 123 92.62 18.24 0.94 4.76

2–3 25771 122 0 122 88.15 18.26 0.94 4.70 2 13907 122 0 120 83.21 17.82 0.93 4.88 3 11864 122 0 122 93.94 17.02 0.94 4.45

4–5 17466 123 0 118 78.31 18.54 0.94 4.71 4 10012 123 0 116 75.75 18.24 0.94 4.77 5 7454 123 0 118 81.74 18.39 0.94 4.62

6–8 15806 125 0 125 83.93 17.73 0.94 4.70 6 6052 125 0 121 80.68 17.10 0.93 4.75 7 5224 125 0 123 84.32 17.41 0.93 4.70 8 4530 125 0 125 87.82 18.08 0.94 4.63

9–12 12363 126 0 123 79.84 20.25 0.95 4.99 9 4078 126 0 116 75.87 21.72 0.95 5.14

10 3207 126 0 119 80.15 20.26 0.95 4.99 11 2766 126 0 123 82.56 18.78 0.94 4.88 12 2312 126 0 117 83.14 17.96 0.94 4.81

Table 20. Scale Score Statistics, Overall

Grades N LOSS HOSS Observed Min. Points

Observed Max. Points Mean SD

K–1 16128 260 572 260 572 423.37 50.68 K 16829 260 572 260 572 395.02 43.97 1 16128 260 572 260 572 452.97 38.94

2–3 25771 297 602 297 602 484.64 36.89 2 13907 297 602 297 588 474.89 35.92 3 11864 297 602 297 602 496.08 34.66

4–5 17466 330 656 330 642 514.89 37.90 4 10012 330 656 330 624 509.74 36.73 5 7454 330 656 330 642 521.80 38.34

6–8 15806 341 666 341 661 534.59 39.42 6 6052 341 666 341 652 527.20 38.44 7 5224 341 666 341 650 535.56 38.36 8 4530 341 666 341 661 543.34 40.02

9–12 12363 350 675 350 667 535.52 44.87 9 4078 350 675 350 645 527.14 47.92

10 3207 350 675 350 667 535.97 44.71 11 2766 350 675 350 658 541.40 41.82 12 2312 350 675 350 645 542.62 40.44

Table 21 presents the N counts and mean scale scores by grade for WELPA 2012–2014, as well as their differences between adjacent years. It should be noted that the test population increased across grades from 2013 to 2014 except for Grade 10. Grade 4 had the largest change by percentage (an increase of 27%), followed by Grade 3 (11%), Grade 8 (10%), and Grade 11 (9%). In addition to their presentation in Table 21, the mean scale scores by grade are also visually depicted (see Figure 12) to facilitate comparison across years. It can be seen from Table 21 as well as Figure 12 that the changes in mean scale scores between 2013 and 2014 were very small in magnitude and comparable to the observed score fluctuations from 2012 to 2013. In terms of the direction of the score changes, the mean scale score generally decreased from 2013 to 2014, and the decrease was relatively small (by -0.53 to -2.00 score points). Exceptions


were Grades 3, 4, 8, 11, and 12, where the mean scale score slightly increased (by 0.37 to 3.20 score points).

Table 21. WELPA 2012–2014 Mean Scale Scores, Overall

Test Grade Span Level

2012 2013 2014

Difference (2013->2012)

Difference (2014->2013)

Grade N Mean N Mean N Mean N Mean N Mean

K–1 K 15371 393.70 16497 395.97 16829 395.02 1126 2.27 332 -0.95 1 14671 452.58 15197 453.04 16128 452.97 526 0.46 931 -0.07

2–3 2 11817 476.33 13209 476.56 13907 474.89 1392 0.23 698 -1.67 3 8363 493.15 10665 494.47 11864 496.08 2302 1.32 1199 1.61

4–5 4 7429 508.79 7886 507.39 10012 509.74 457 -1.40 2126 2.35 5 6494 521.27 7021 523.55 7454 521.80 527 2.28 433 -1.75 6 5468 530.10 5673 527.73 6052 527.20 205 -2.37 379 -0.53

6–8 7 4402 536.64 4871 537.56 5224 535.56 469 0.92 353 -2.00 8 3603 540.60 4112 542.97 4530 543.34 509 2.37 418 0.37

9–12 9 3994 532.24 3870 527.67 4078 527.14 -124 -4.57 208 -0.53 10 2985 532.44 3308 537.28 3207 535.97 323 4.84 -101 -1.31 11 2405 535.82 2538 538.20 2766 541.40 133 2.38 228 3.20 12 2150 539.34 2195 540.52 2312 542.62 45 1.18 117 2.10

Figure 12. WELPA 2012–2014 Mean Scale Scores, Overall

Subgroup performance on the 2014 WELPA is reported by gender, primary language, race/ethnicity, and status of special education (see Tables 22–34). Small differences in test 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 0.99 (Grade 9) to 9.11 (Grade 1) score points (except for Grade 12 where males outperformed females by 0.7).

380

400

420

440

460

480

500

520

540

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

2012 Mean 2013 Mean 2014 Mean


Students who had Spanish reported as their primary language accounted for more than half of the test population at each grade (range: 48.57%–68.60%). 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 K, 2, 3, 4, 10, 11, and 12). The “Chinese” group scored the highest in Grade 1; the “Vietnamese” group, in Grade 5; the “Tagalog” group, Grade 6; and the “Russian” group for Grades 7, 8, and 9. The “Somali” group consistently showed the lowest mean scores across grades. Group performance by race and ethnicity shows that in early grades (K–5) Asian students had the highest group mean scale scores among the seven identified groups. In Grade 6, White students scored the highest. In Grades 7 and 8 it was the students with multiple ethnicities (“Multi”), and in Grades 9–12, Native American students had the highest group mean. At the same time, the lowest group means for Grades K–2, 4, and 5, were observed with Native American students. For Grades 3 and 6–11, Hawaiian/Pacific Island students had the lowest group means; for Grade 12, it was Black students with the lowest group mean. The percentages of students in the special education program (“Special Ed.”) ranged from 6.71% (Kindergarten) to 22.34% (Grade 7). Mean scale scores of “Special Ed.” students were consistently lower than those of the “Non-Special Ed.” group.

Table 22. Subgroup Statistics, Overall, Kindergarten

Raw Score Scale Score Grade Categorization Subgroup N % Mean SD Mean SD

K All Students All Students 16829 100.00 53.95 14.93 395.02 43.97 Gender Female 8283 49.22 55.16 14.93 398.82 43.98 Male 8532 50.70 52.81 14.83 391.39 43.64 Not Provided 14 0.08 39.00 14.87 353.14 38.12

Primary Language

Spanish 10958 65.11 51.89 13.99 388.51 39.84 Russian 820 4.87 54.42 15.82 398.69 45.51 Vietnamese 684 4.06 57.74 15.15 405.60 45.14 Somali 330 1.96 51.78 14.01 386.14 40.44 Ukrainian 305 1.81 55.60 14.65 401.14 41.91 Chinese 479 2.85 63.86 16.69 430.21 54.62 Korean 225 1.34 64.34 16.07 430.37 50.47 Tagalog 136 0.81 58.43 13.93 410.65 41.64 Other 2787 16.56 58.39 15.66 407.83 48.60 Not Provided 105 0.62 52.19 15.74 389.49 46.15 Race/Ethnicity Native American 162 0.96 50.96 12.98 381.93 39.83 Asian 2542 15.10 61.21 15.70 418.61 49.84 Black 736 4.37 55.21 14.81 396.85 44.14 Hispanic 10921 64.89 51.95 13.99 388.70 39.82 White 1891 11.24 55.47 15.87 400.44 46.60 Hawaiian/Pacific 241 1.43 51.00 13.29 384.19 37.82 Multi 254 1.51 57.90 16.68 405.67 49.61 Not Provided 82 0.49 52.05 15.79 387.80 44.34 Special Ed. Special Ed. 1129 6.71 43.39 15.60 364.91 42.34 Non-Special Ed. 15700 93.29 54.71 14.59 397.18 43.29


Table 23. Subgroup Statistics, Overall, Grade 1


1 All Students All Students 16128 100.00 92.62 18.24 452.97 38.94 Gender Female 7678 47.61 94.62 17.78 457.75 38.25 Male 8446 52.37 90.81 18.46 448.64 39.05 Not Provided 4 0.02 77.75 28.92 418.50 59.14

Primary Language

Spanish 10692 66.29 90.86 17.88 449.08 37.13 Russian 807 5.00 96.29 16.78 462.35 37.25 Vietnamese 631 3.91 97.72 16.83 463.66 38.72 Somali 340 2.11 91.79 19.45 448.21 39.99 Ukrainian 345 2.14 96.59 15.60 460.54 32.97 Chinese 380 2.36 102.79 17.93 478.06 41.91 Korean 197 1.22 100.05 18.27 471.79 43.01 Tagalog 148 0.92 97.09 19.82 463.38 43.37 Other 2528 15.67 94.87 19.21 457.52 42.75 Not Provided 60 0.37 91.23 19.34 452.00 42.24 Race/Ethnicity Native American 164 1.02 88.36 15.95 442.59 35.96 Asian 2160 13.39 98.96 18.31 467.94 41.93 Black 664 4.12 93.81 19.05 453.11 41.32 Hispanic 10594 65.69 90.77 17.99 448.90 37.37 White 1945 12.06 95.62 17.86 459.95 39.19 Hawaiian/Pacific 281 1.74 89.14 16.14 443.26 32.25 Multi 278 1.72 96.53 15.94 459.24 36.69 Not Provided 42 0.26 89.45 19.15 447.76 41.31 Special Ed. Special Ed. 1246 7.73 76.69 21.13 419.06 44.38 Non-Special Ed. 14882 92.27 93.95 17.33 455.81 37.07



2 All Students All Students 13907 100.00 83.21 17.82 474.89 35.92 Gender Female 6451 46.39 84.48 17.47 477.38 34.59 Male 7445 53.53 82.15 18.01 472.80 36.82 Not Provided 11 0.08 57.55 26.92 426.64 54.12 Primary Language Spanish 9427 67.79 81.97 16.97 472.50 34.18 Russian 669 4.81 87.64 17.04 483.75 34.29 Vietnamese 499 3.59 90.96 16.18 489.72 32.28 Somali 328 2.36 80.16 19.56 468.75 40.09 Ukrainian 272 1.96 87.91 15.33 483.94 29.35 Chinese 218 1.57 89.35 22.15 486.56 44.87 Korean 137 0.99 94.34 19.10 496.37 39.70 Tagalog 135 0.97 85.33 19.47 479.16 37.49 Other 2159 15.52 84.04 19.80 476.35 40.32 Not Provided 63 0.45 78.27 25.14 465.94 50.37 Race/Ethnicity Native American 169 1.22 77.87 15.82 464.64 34.17 Asian 1658 11.92 89.44 19.08 486.86 38.12 Black 624 4.49 82.41 20.60 472.95 42.28 Hispanic 9210 66.23 81.99 16.91 472.55 34.08 White 1654 11.89 85.52 18.65 479.17 37.56 Hawaiian/Pacific 240 1.73 77.95 17.06 465.24 33.70 Multi 296 2.13 83.51 17.72 476.21 37.20 Not Provided 56 0.40 77.66 25.66 465.07 51.76 Special Ed. Special Ed. 1297 9.33 67.75 20.96 442.80 45.27 Non-Special Ed. 12610 90.67 84.80 16.67 478.19 33.10




7 All Students All Students 5224 100.00 84.32 17.41 535.56 38.36 Gender Female 2346 44.91 85.68 17.37 538.31 37.71 Male 2877 55.07 83.22 17.36 533.34 38.73 Not Provided 1 0.02 66.00 N/A 473.00 N/A Primary Language Spanish 3536 67.69 84.70 15.93 536.07 35.03 Russian 155 2.97 89.02 14.51 546.91 32.04 Vietnamese 147 2.81 84.21 20.37 537.17 42.06 Somali 136 2.60 79.06 22.09 525.15 48.89 Ukrainian 77 1.47 88.69 14.69 545.75 32.56 Chinese 92 1.76 83.90 22.95 536.93 51.07 Korean 67 1.28 84.87 24.66 539.03 53.80 Tagalog 93 1.78 89.88 14.23 546.56 32.13 Other 899 17.21 81.97 20.35 530.77 45.38 Not Provided 22 0.42 80.73 26.61 524.14 60.12 Race/Ethnicity Native American 116 2.22 81.09 17.93 527.95 43.40 Asian 669 12.81 84.68 20.96 537.63 44.94 Black 277 5.30 79.61 20.94 526.40 46.55 Hispanic 3544 67.84 84.75 15.91 536.19 35.01 White 401 7.68 85.20 19.42 537.79 43.99 Hawaiian/Pacific 144 2.76 79.87 19.00 524.93 41.02 Multi 60 1.15 88.37 15.46 544.78 36.45 Not Provided 13 0.25 81.77 21.79 526.77 46.65 Special Ed. Special Ed. 1167 22.34 78.03 16.11 521.56 37.00 Non-Special Ed. 4057 77.66 86.13 17.35 539.59 37.80










10 All Students All Students 3207 100.00 80.15 20.26 535.97 44.71 Gender Female 1418 44.22 81.38 19.03 538.53 41.21 Male 1787 55.72 79.20 21.15 533.95 47.24 Not Provided 2 0.06 68.00 7.07 526.00 5.66 Primary Language Spanish 1808 56.38 80.27 19.87 536.48 43.65 Russian 86 2.68 85.26 16.07 544.97 36.27 Vietnamese 152 4.74 81.95 22.03 538.74 51.14 Somali 102 3.18 76.56 23.28 529.27 51.69 Ukrainian 38 1.18 83.92 17.96 540.08 41.86 Chinese 92 2.87 83.51 20.74 542.77 43.31 Korean 62 1.93 89.92 15.99 558.97 37.58 Tagalog 81 2.53 84.80 14.54 545.36 34.26 Other 761 23.73 77.94 20.95 530.96 46.20 Not Provided 25 0.78 68.32 24.93 512.60 50.39 Race/Ethnicity Native American 43 1.34 84.77 15.73 543.63 35.66 Asian 629 19.61 81.12 21.26 537.71 47.62 Black 264 8.23 79.28 21.14 535.15 47.35 Hispanic 1822 56.81 80.18 20.12 536.28 44.08 White 279 8.70 81.41 18.63 537.99 41.27 Hawaiian/Pacific 99 3.09 73.56 18.39 519.29 39.37 Multi 50 1.56 77.96 19.34 531.02 43.19 Not Provided 21 0.65 69.67 22.77 515.19 46.38 Special Ed. Special Ed. 584 18.21 76.74 16.94 528.40 38.33 Non-Special Ed 2623 81.79 80.91 20.86 537.66 45.85




11 All Students All Students 2766 100.00 82.56 18.78 541.40 41.82 Gender Female 1243 44.94 83.03 17.95 542.12 39.58 Male 1523 55.06 82.18 19.42 540.81 43.56 Primary Language Spanish 1509 54.56 81.77 18.71 539.78 41.50 Russian 83 3.00 89.84 13.49 556.28 33.45 Vietnamese 124 4.48 83.23 20.04 543.40 43.77 Somali 96 3.47 75.52 19.73 527.65 42.74 Ukrainian 30 1.08 89.37 15.43 556.77 41.33 Chinese 112 4.05 87.79 18.95 552.82 44.02 Korean 67 2.42 92.07 16.31 560.55 40.37 Tagalog 61 2.21 87.57 13.89 552.15 30.20 Other 663 23.97 81.85 19.03 539.75 42.22 Not Provided 21 0.76 78.24 19.04 527.14 38.48 Race/Ethnicity Native American 24 0.87 90.33 11.86 558.50 24.73 Asian 588 21.26 84.59 18.66 545.59 41.72 Black 260 9.40 79.49 19.26 536.02 42.55 Hispanic 1523 55.06 81.65 18.78 539.50 41.62 White 230 8.32 87.81 17.43 552.71 41.15 Hawaiian/Pacific 75 2.71 76.27 17.93 526.40 39.72 Multi 46 1.66 86.17 18.53 547.02 41.39 Not Provided 20 0.72 77.85 19.45 525.65 38.85 Special Ed. Special Ed. 492 17.79 77.46 17.17 529.96 39.31 Non-Special Ed 2274 82.21 83.66 18.93 543.88 41.94



12 All Students All Students 2312 100.00 83.14 17.96 542.62 40.44 Gender Female 1058 45.76 82.97 17.90 542.24 39.66 Male 1254 54.24 83.30 18.02 542.94 41.11 Primary Language Spanish 1123 48.57 82.96 17.73 542.56 39.68 Russian 64 2.77 87.08 14.97 550.95 34.55 Vietnamese 146 6.31 85.11 19.78 544.62 46.13 Somali 104 4.50 74.84 22.46 527.12 49.38 Ukrainian 24 1.04 84.33 18.53 549.54 41.63 Chinese 91 3.94 87.70 16.23 549.91 37.03 Korean 61 2.64 92.66 14.05 565.85 34.17 Tagalog 58 2.51 88.29 17.16 548.97 39.28 Other 620 26.82 82.16 16.88 540.38 38.30 Not Provided 21 0.91 74.95 26.35 524.71 58.47 Race/Ethnicity Native American 21 0.91 88.24 20.02 555.76 45.54 Asian 572 24.74 84.73 17.99 544.49 41.71 Black 273 11.81 79.82 19.33 536.30 42.48 Hispanic 1152 49.83 82.98 17.76 542.57 39.65 White 178 7.70 85.65 16.31 549.51 37.55 Hawaiian/Pacific 64 2.77 80.61 13.46 537.38 28.83 Multi 36 1.56 80.75 17.27 536.75 38.42 Not Provided 16 0.69 75.81 28.04 527.25 63.11 Special Ed. Special Ed. 389 16.83 73.96 22.60 521.86 51.48 Non-Special Ed 1923 83.17 85.00 16.26 546.82 36.43

6.1.2 Performance Level Distributions

The 2014 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 35 shows the percentage of students in each Overall performance level by grade span and grade. Similar information is reported by subgroup (Tables 37–49). Performance level distributions on each of the component scales for the target test population are summarized in Appendix E, and performance level distribution statistics on the component 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 (10.25%). The percentage of Level 4 students was generally above 10%, except for Kindergarten (6.26%). Grade 5 showed the highest percentage of Level 4 students (18.18%).

Table 35. Performance Level Distributions, Overall

Percentage Grades N Level 1 Level 2 Level 3 Level 4

K–1 32957 6.24 46.53 38.62 8.61 K 16829 10.25 53.43 30.06 6.26 1 16128 2.06 39.32 47.56 11.05

2–3 25771 2.27 27.74 56.39 13.61 2 13907 2.55 34.64 49.51 13.30 3 11864 1.94 19.65 64.45 13.97

4–5 17466 2.59 16.06 66.75 14.60 4 10012 2.63 16.81 68.63 11.94 5 7454 2.54 15.05 64.23 18.18

6–8 15806 2.42 13.97 70.19 13.41 6 6052 2.56 15.55 68.85 13.04 7 5224 2.20 13.50 74.14 10.16 8 4530 2.49 12.41 67.44 17.66

9–12 12363 4.33 22.79 56.83 16.06 9 4078 6.50 23.61 57.28 12.60

10 3207 4.40 21.08 56.63 17.90 11 2766 2.78 21.26 58.42 17.53 12 2312 2.25 25.52 54.41 17.82

Performance level percentages on Overall by grade span and grade for WELPA 2013 and 2014, as well as the difference in Level 4 percentage between the two years, are presented in Table 36. The Level 4 percentages increased from 2013 to 2014 for the majority of the grades (including K–2 and 5–8). The increase was generally small (0.54%–3.78%). In Grades 3, 4, and 9 through 12, there was a slight drop in the Level 4 percentage that ranged from 1.10% to 3.70%. To facilitate comparison across years, the performance level distributions on Overall from 2012 to 2014 are visually depicted in Figure 3, Section 5.2. It can be seen that the fluctuations of impact data for each performance level from 2013 to 2014 are small and comparable to those from 2012 to 2013.


Table 36. Performance Level Distributions for WELPA 2013–2014, Overall

2013 Percentage 2014 Percentage Level 4

Percentage Change

Grades Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 (2014->2013) K–1 6.48 46.20 37.68 9.65 6.24 46.53 38.62 8.61 1.04

K 10.50 52.18 29.87 7.45 10.25 53.43 30.06 6.26 1.19 1 2.11 39.71 46.15 12.03 2.06 39.32 47.56 11.05 0.98

2–3 1.91 27.44 58.13 12.51 2.27 27.74 56.39 13.61 -1.10 2 2.24 32.73 51.14 13.89 2.55 34.64 49.51 13.30 0.59 3 1.51 20.89 66.80 10.80 1.94 19.65 64.45 13.97 -3.17

4–5 1.96 16.27 67.78 13.99 2.59 16.06 66.75 14.60 -0.61 4 2.30 18.22 69.71 9.78 2.63 16.81 68.63 11.94 -2.16 5 1.58 14.09 65.62 18.72 2.54 15.05 64.23 18.18 0.54

6–8 2.09 14.16 68.11 15.64 2.42 13.97 70.19 13.41 2.23 6 2.15 15.19 68.09 14.56 2.56 15.55 68.85 13.04 1.52 7 2.03 13.16 70.87 13.94 2.20 13.50 74.14 10.16 3.78 8 2.07 13.93 64.86 19.14 2.49 12.41 67.44 17.66 1.48

9–12 3.61 23.73 58.79 13.86 4.33 22.79 56.83 16.06 -2.20 9 5.56 25.09 58.17 11.19 6.50 23.61 57.28 12.60 -1.41

10 2.93 21.31 59.70 16.05 4.40 21.08 56.63 17.90 -1.85 11 2.44 24.59 58.12 14.85 2.78 21.26 58.42 17.53 -2.68 12 2.55 24.01 59.32 14.12 2.25 25.52 54.41 17.82 -3.70

Subgroup performance level distributions can be found in Tables 37–49. 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).

Table 37. Subgroup Performance Level Distributions, Overall, Kindergarten

Percentage Grade Categorization Subgroup N % Level 1 Level 2 Level 3 Level 4

K All Students All Students 16829 100.00 10.25 53.43 30.06 6.26 Gender Female 8283 49.22 9.15 50.32 33.54 6.99 Male 8532 50.70 11.29 56.42 26.72 5.57 Not Provided 14 0.08 28.57 71.43 Primary Language Spanish 10958 65.11 11.33 58.44 27.47 2.76 Russian 820 4.87 9.88 49.63 32.68 7.80 Vietnamese 684 4.06 6.87 46.64 37.13 9.36 Somali 330 1.96 14.24 54.55 29.39 1.82 Ukrainian 305 1.81 9.84 48.20 34.10 7.87 Chinese 479 2.85 4.80 31.32 35.07 28.81 Korean 225 1.34 4.44 29.78 36.89 28.89 Tagalog 136 0.81 2.94 45.59 37.50 13.97 Other 2787 16.56 8.18 43.06 35.67 13.10 Not Provided 105 0.62 12.38 53.33 27.62 6.67 Ethnicity Native American 162 0.96 13.58 61.73 23.46 1.23 Asian 2542 15.10 5.39 38.55 36.47 19.59 Black 736 4.37 11.14 47.69 35.33 5.84 Hispanic 10921 64.89 11.25 58.36 27.61 2.78 White 1891 11.24 9.89 47.96 33.10 9.04 Hawaiian/Pacific 241 1.43 12.45 58.92 28.22 0.41 Multi 254 1.51 10.63 38.19 39.37 11.81 Not Provided 82 0.49 13.41 51.22 29.27 6.10 Special Ed. Special Ed. 1129 6.71 26.84 59.17 13.11 0.89 Non-Special Ed. 15700 93.29 9.06 53.02 31.27 6.65


Table 38. Subgroup Performance Level Distributions, Overall, Grade 1


1 All Students All Students 16128 100.00 2.06 39.32 47.56 11.05 Gender Female 7678 47.61 1.60 34.55 50.05 13.79 Male 8446 52.37 2.47 43.65 45.31 8.56 Not Provided 4 0.02 25.00 50.00 25.00 Primary Language Spanish 10692 66.29 2.12 43.15 46.60 8.13 Russian 807 5.00 1.12 32.34 49.57 16.98 Vietnamese 631 3.91 1.43 28.37 53.25 16.96 Somali 340 2.11 4.12 39.71 50.29 5.88 Ukrainian 345 2.14 1.16 32.17 54.20 12.46 Chinese 380 2.36 1.58 16.58 48.95 32.89 Korean 197 1.22 2.54 18.78 53.81 24.87 Tagalog 148 0.92 2.03 29.05 50.68 18.24 Other 2528 15.67 2.18 34.49 47.63 15.70 Not Provided 60 0.37 1.67 45.00 40.00 13.33 Ethnicity Native American 164 1.02 1.22 54.88 38.41 5.49 Asian 2160 13.39 1.85 24.58 50.60 22.96 Black 664 4.12 3.31 35.69 50.90 10.09 Hispanic 10594 65.69 2.17 43.35 46.34 8.14 White 1945 12.06 1.65 32.65 50.64 15.06 Hawaiian/Pacific 281 1.74 1.07 52.67 41.99 4.27 Multi 278 1.72 1.08 31.29 53.96 13.67 Not Provided 42 0.26 2.38 50.00 35.71 11.90 Special Ed. Special Ed. 1246 7.73 8.43 67.66 22.15 1.77 Non-Special Ed. 14882 92.27 1.53 36.95 49.69 11.83







3 All Students All Students 11864 100.00 1.94 19.65 64.45 13.97 Gender Female 5428 45.75 1.95 17.08 66.41 14.55 Male 6433 54.22 1.93 21.82 62.77 13.48 Not Provided 3 0.03 100.00 Primary

Language Spanish 8112 68.37 1.58 20.39 65.64 12.39

Russian 575 4.85 1.04 16.00 62.61 20.35 Vietnamese 390 3.29 0.77 11.03 67.44 20.77 Somali 239 2.01 5.86 23.43 58.16 12.55 Ukrainian 255 2.15 0.78 12.55 67.84 18.82 Chinese 170 1.43 5.88 17.65 48.24 28.24 Korean 118 0.99 1.69 16.95 50.85 30.51 Tagalog 129 1.09 1.55 16.28 69.77 12.40 Other 1821 15.35 3.24 20.48 61.56 14.72 Not Provided 55 0.46 7.27 18.18 60.00 14.55 Ethnicity Native American 180 1.52 1.11 26.11 68.89 3.89 Asian 1335 11.25 1.95 15.36 61.35 21.35 Black 498 4.20 6.43 21.29 57.83 14.46 Hispanic 8113 68.38 1.61 20.47 65.55 12.36 White 1267 10.68 2.21 15.07 64.40 18.31 Hawaiian/Pacific 240 2.02 1.67 31.25 57.08 10.00 Multi 186 1.57 2.15 19.89 63.44 14.52 Not Provided 45 0.38 6.67 20.00 57.78 15.56 Special Ed. Special Ed. 1480 12.47 6.69 50.74 40.07 2.50 Non-Special Ed. 10384 87.53 1.26 15.22 67.92 15.60



4 All Students All Students 10012 100.00 2.63 16.81 68.63 11.94 Gender Female 4606 46.00 2.26 14.35 71.12 12.27 Male 5402 53.96 2.92 18.92 66.49 11.66 Not Provided 4 0.04 25.00 75.00 Primary

Language Spanish 6868 68.60 2.05 16.70 70.47 10.77

Russian 417 4.17 2.16 14.15 71.46 12.23 Vietnamese 343 3.43 3.79 13.12 63.27 19.83 Somali 223 2.23 7.62 20.63 60.54 11.21 Ukrainian 199 1.99 1.01 15.08 69.35 14.57 Chinese 132 1.32 6.06 14.39 62.88 16.67 Korean 83 0.83 10.84 65.06 24.10 Tagalog 121 1.21 2.48 9.09 72.73 15.70 Other 1592 15.90 4.33 19.72 62.31 13.63 Not Provided 34 0.34 2.94 8.82 76.47 11.76 Ethnicity Native American 163 1.63 2.45 31.29 60.12 6.13 Asian 1141 11.40 3.59 13.15 65.12 18.14 Black 467 4.66 6.85 19.91 62.31 10.92 Hispanic 6895 68.87 2.02 16.81 70.46 10.72 White 968 9.67 3.51 15.08 66.74 14.67 Hawaiian/Pacific 223 2.23 3.14 25.11 64.13 7.62 Multi 126 1.26 3.97 20.63 54.76 20.63 Not Provided 29 0.29 3.45 6.90 79.31 10.34 Special Ed. Special Ed. 1510 15.08 6.82 44.77 46.89 1.52 Non-Special Ed. 8502 84.92 1.88 11.84 72.49 13.78




5 All Students All Students 7454 100.00 2.54 15.05 64.23 18.18 Gender Female 3290 44.14 2.40 12.25 66.81 18.54 Male 4162 55.84 2.64 17.28 62.18 17.90 Not Provided 2 0.03 100.00 Primary Language Spanish 5056 67.83 1.84 14.42 67.25 16.50 Russian 278 3.73 1.44 8.27 66.91 23.38 Vietnamese 240 3.22 1.25 10.42 56.25 32.08 Somali 194 2.60 6.19 21.13 55.15 17.53 Ukrainian 122 1.64 1.64 12.30 55.74 30.33 Chinese 122 1.64 4.10 12.30 56.56 27.05 Korean 69 0.93 7.25 20.29 37.68 34.78 Tagalog 118 1.58 11.86 69.49 18.64 Other 1225 16.43 5.06 19.43 57.06 18.45 Not Provided 30 0.40 10.00 26.67 53.33 10.00 Ethnicity Native American 149 2.00 2.01 24.16 68.46 5.37 Asian 863 11.58 3.71 14.72 54.11 27.46 Black 389 5.22 5.40 21.08 55.53 17.99 Hispanic 5078 68.12 1.95 14.38 67.11 16.56 White 657 8.81 3.35 13.55 59.36 23.74 Hawaiian/Pacific 196 2.63 3.06 18.88 67.86 10.20 Multi 98 1.31 4.08 14.29 61.22 20.41 Not Provided 24 0.32 8.33 29.17 50.00 12.50 Special Ed. Special Ed. 1482 19.88 5.60 34.82 54.93 4.66 Non-Special Ed. 5972 80.12 1.77 10.15 66.54 21.53



6 All Students All Students 6052 100.00 2.56 15.55 68.85 13.04 Gender Female 2701 44.63 2.33 13.22 71.49 12.96 Male 3349 55.34 2.75 17.41 66.77 13.08 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4107 67.86 1.90 15.12 71.41 11.57 Russian 214 3.54 2.80 10.75 62.62 23.83 Vietnamese 176 2.91 1.14 11.36 66.48 21.02 Somali 175 2.89 8.57 17.71 60.57 13.14 Ukrainian 85 1.40 4.71 10.59 64.71 20.00 Chinese 83 1.37 2.41 18.07 53.01 26.51 Korean 55 0.91 7.27 5.45 61.82 25.45 Tagalog 108 1.78 0.93 9.26 72.22 17.59 Other 1036 17.12 4.15 19.88 63.61 12.36 Not Provided 13 0.21 23.08 53.85 23.08 Ethnicity Native American 153 2.53 2.61 22.22 66.67 8.50 Asian 700 11.57 3.29 15.43 63.86 17.43 Black 331 5.47 7.25 15.41 63.14 14.20 Hispanic 4104 67.81 1.90 15.23 71.39 11.48 White 530 8.76 4.15 14.34 60.75 20.75 Hawaiian/Pacific 140 2.31 1.43 21.43 71.43 5.71 Multi 84 1.39 2.38 19.05 60.71 17.86 Not Provided 10 0.17 10.00 60.00 30.00 Special Ed. Special Ed. 1245 20.57 3.61 33.49 58.31 4.58 Non-Special Ed. 4807 79.43 2.29 10.90 71.58 15.23




7 All Students All Students 5224 100.00 2.20 13.50 74.14 10.16 Gender Female 2346 44.91 1.88 12.53 74.42 11.17 Male 2877 55.07 2.47 14.25 73.93 9.35 Not Provided 1 0.02 100.00 Primary Language Spanish 3536 67.69 1.70 12.25 77.63 8.43 Russian 155 2.97 10.32 70.32 19.35 Vietnamese 147 2.81 2.04 14.97 69.39 13.61 Somali 136 2.60 5.88 20.59 63.97 9.56 Ukrainian 77 1.47 1.30 6.49 75.32 16.88 Chinese 92 1.76 5.43 17.39 58.70 18.48 Korean 67 1.28 2.99 17.91 55.22 23.88 Tagalog 93 1.78 11.83 69.89 18.28 Other 899 17.21 3.78 17.58 67.07 11.57 Not Provided 22 0.42 9.09 18.18 59.09 13.64 Ethnicity Native American 116 2.22 3.45 17.24 71.55 7.76 Asian 669 12.81 2.99 15.55 64.42 17.04 Black 277 5.30 4.33 21.66 65.34 8.66 Hispanic 3544 67.84 1.66 12.25 77.68 8.41 White 401 7.68 3.24 11.72 68.83 16.21 Hawaiian/Pacific 144 2.76 4.86 18.75 70.14 6.25 Multi 60 1.15 15.00 68.33 16.67 Not Provided 13 0.25 30.77 53.85 15.38 Special Ed. Special Ed. 1167 22.34 2.23 24.16 70.52 3.08 Non-Special Ed. 4057 77.66 2.19 10.43 75.18 12.20



8 All Students All Students 4530 100.00 2.49 12.41 67.44 17.66 Gender Female 1957 43.20 2.40 10.07 68.17 19.37 Male 2571 56.75 2.53 14.20 66.94 16.34 Not Provided 2 0.04 50.00 50.00 Primary Language Spanish 2934 64.77 2.39 11.49 70.69 15.44 Russian 143 3.16 1.40 9.79 64.34 24.48 Vietnamese 158 3.49 2.53 10.13 56.96 30.38 Somali 138 3.05 6.52 21.01 57.25 15.22 Ukrainian 70 1.55 1.43 7.14 55.71 35.71 Chinese 78 1.72 1.28 11.54 60.26 26.92 Korean 58 1.28 12.07 3.45 51.72 32.76 Tagalog 87 1.92 11.49 68.97 19.54 Other 842 18.59 1.90 16.27 63.18 18.65 Not Provided 22 0.49 13.64 13.64 54.55 18.18 Ethnicity Native American 96 2.12 12.50 62.50 25.00 Asian 613 13.53 3.10 14.36 59.54 23.00 Black 286 6.31 4.55 16.78 61.19 17.48 Hispanic 2945 65.01 2.34 11.51 70.56 15.59 White 368 8.12 2.45 10.60 62.23 24.73 Hawaiian/Pacific 145 3.20 1.38 18.62 68.28 11.72 Multi 66 1.46 10.61 65.15 24.24 Not Provided 11 0.24 9.09 18.18 54.55 18.18 Special Ed. Special Ed. 989 21.83 1.72 20.93 70.48 6.88 Non-Special Ed. 3541 78.17 2.71 10.03 66.59 20.67




9 All Students All Students 4078 100.00 6.50 23.61 57.28 12.60 Gender Female 1770 43.40 6.10 23.73 57.74 12.43 Male 2305 56.52 6.81 23.47 57.01 12.71 Not Provided 3 0.07 66.67 33.33 Primary Language Spanish 2432 59.64 5.67 21.59 61.14 11.60 Russian 108 2.65 1.85 13.89 61.11 23.15 Vietnamese 132 3.24 9.85 19.70 53.03 17.42 Somali 185 4.54 14.59 30.81 44.32 10.27 Ukrainian 54 1.32 3.70 16.67 61.11 18.52 Chinese 76 1.86 9.21 25.00 46.05 19.74 Korean 66 1.62 4.55 25.76 51.52 18.18 Tagalog 88 2.16 1.14 19.32 60.23 19.32 Other 903 22.14 7.97 30.01 50.61 11.41 Not Provided 34 0.83 20.59 55.88 23.53 Ethnicity Native American 85 2.08 18.82 65.88 15.29 Asian 650 15.94 7.85 27.85 48.46 15.85 Black 369 9.05 12.20 29.00 48.24 10.57 Hispanic 2447 60.00 5.68 21.37 61.01 11.93 White 324 7.95 5.86 21.60 57.41 15.12 Hawaiian/Pacific 126 3.09 7.14 33.33 53.17 6.35 Multi 54 1.32 3.70 33.33 50.00 12.96 Not Provided 23 0.56 26.09 60.87 13.04 Special Ed. Special Ed. 841 20.62 4.28 32.34 57.67 5.71 Non-Special Ed. 3237 79.38 7.07 21.35 57.18 14.40



10 All Students All Students 3207 100.00 4.40 21.08 56.63 17.90 Gender Female 1418 44.22 2.82 20.17 59.94 17.07 Male 1787 55.72 5.65 21.82 53.95 18.58 Not Provided 2 0.06 100.00 Primary Language Spanish 1808 56.38 4.54 19.25 59.13 17.09 Russian 86 2.68 1.16 16.28 60.47 22.09 Vietnamese 152 4.74 5.26 20.39 49.34 25.00 Somali 102 3.18 3.92 29.41 47.06 19.61 Ukrainian 38 1.18 28.95 47.37 23.68 Chinese 92 2.87 2.17 20.65 56.52 20.65 Korean 62 1.93 12.90 54.84 32.26 Tagalog 81 2.53 17.28 61.73 20.99 Other 761 23.73 5.26 25.89 52.83 16.03 Not Provided 25 0.78 16.00 16.00 64.00 4.00 Ethnicity Native American 43 1.34 4.65 9.30 72.09 13.95 Asian 629 19.61 4.77 21.78 51.67 21.78 Black 264 8.23 3.03 26.14 50.38 20.45 Hispanic 1822 56.81 4.67 19.43 58.84 17.07 White 279 8.70 2.15 25.09 53.05 19.71 Hawaiian/Pacific 99 3.09 5.05 26.26 63.64 5.05 Multi 50 1.56 4.00 26.00 60.00 10.00 Not Provided 21 0.65 14.29 14.29 66.67 4.76 Special Ed. Special Ed. 584 18.21 3.08 27.23 61.30 8.39 Non-Special Ed. 2623 81.79 4.69 19.71 55.59 20.02




11 All Students All Students 2766 100.00 2.78 21.26 58.42 17.53 Gender Female 1243 44.94 2.09 21.00 59.77 17.14 Male 1523 55.06 3.35 21.47 57.32 17.86 Primary Language Spanish 1509 54.56 3.11 19.88 62.69 14.31 Russian 83 3.00 1.20 10.84 65.06 22.89 Vietnamese 124 4.48 2.42 24.19 50.00 23.39 Somali 96 3.47 4.17 36.46 46.88 12.50 Ukrainian 30 1.08 16.67 50.00 33.33 Chinese 112 4.05 1.79 11.61 53.57 33.04 Korean 67 2.42 1.49 7.46 56.72 34.33 Tagalog 61 2.21 16.39 63.93 19.67 Other 663 23.97 2.71 26.55 51.89 18.85 Not Provided 21 0.76 4.76 23.81 61.90 9.52 Ethnicity Native American 24 0.87 8.33 62.50 29.17 Asian 588 21.26 1.53 21.26 54.59 22.62 Black 260 9.40 3.46 29.62 48.85 18.08 Hispanic 1523 55.06 3.15 19.96 62.64 14.25 White 230 8.32 2.61 15.22 55.65 26.52 Hawaiian/Pacific 75 2.71 2.67 42.67 45.33 9.33 Multi 46 1.66 4.35 17.39 54.35 23.91 Not Provided 20 0.72 5.00 25.00 60.00 10.00 Special Ed. Special Ed. 492 17.79 3.25 29.67 58.13 8.94 Non-Special Ed. 2274 82.21 2.68 19.44 58.49 19.39



12 All Students All Students 2312 100.00 2.25 25.52 54.41 17.82 Gender Female 1058 45.76 2.17 26.28 55.48 16.07 Male 1254 54.24 2.31 24.88 53.51 19.30 Primary Language Spanish 1123 48.57 2.32 23.33 57.35 17.01 Russian 64 2.77 18.75 56.25 25.00 Vietnamese 146 6.31 2.74 25.34 47.26 24.66 Somali 104 4.50 4.81 39.42 47.12 8.65 Ukrainian 24 1.04 25.00 41.67 33.33 Chinese 91 3.94 1.10 19.78 58.24 20.88 Korean 61 2.64 11.48 55.74 32.79 Tagalog 58 2.51 1.72 15.52 62.07 20.69 Other 620 26.82 1.94 30.97 51.29 15.81 Not Provided 21 0.91 14.29 28.57 42.86 14.29 Ethnicity Native American 21 0.91 4.76 14.29 47.62 33.33 Asian 572 24.74 1.92 27.45 50.87 19.76 Black 273 11.81 2.93 30.77 53.48 12.82 Hispanic 1152 49.83 2.43 23.26 57.38 16.93 White 178 7.70 1.12 20.22 52.25 26.40 Hawaiian/Pacific 64 2.77 34.38 57.81 7.81 Multi 36 1.56 41.67 38.89 19.44 Not Provided 16 0.69 12.50 31.25 37.50 18.75 Special Ed. Special Ed. 389 16.83 7.20 35.99 49.10 7.71 Non-Special Ed 1923 83.17 1.25 23.40 55.49 19.86

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 2014 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

s

rsr

--=

å= ,

where k = the number of relevant component scales (e.g., for the 2014 WELPA Overall, k = 4),

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

jx2s = scale score variance of each of the component scales, and 2Zs = 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 2014 annual WELPA are shown in Table 19 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, and Literacy met or exceeded this criterion. In Reading and Writing, reliability coefficients across grades were all near or above 0.80, ranging from 0.77 to 0.85 in Reading and 0.74 to 0.87 in Writing. The reliability coefficients for the Listening scale ranged from 0.61 to 0.77 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 19 (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 50 below presents the relevant Pearson product-moment correlation coefficients by grade span level.

Table 50. Domain-Level Correlations by Grade Span Level

Domain-Level Correlations

Grades Listening

& Speaking Listening

& Reading Listening & Writing

Speaking & Reading

Speaking & Writing

Reading & Writing

K 0.45 0.50 0.50 0.39 0.44 0.64 1 0.42 0.53 0.50 0.44 0.48 0.70

2–3 0.54 0.57 0.55 0.44 0.50 0.67 4–5 0.52 0.59 0.56 0.54 0.58 0.72 6–8 0.46 0.54 0.50 0.47 0.57 0.69 9–12 0.54 0.61 0.57 0.58 0.64 0.72

It can be seen that the domain-level correlations were generally moderate to strong, ranging from 0.39 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 at or 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 51 below shows the obtained inter-rater agreement statistics for each item group and testing grade span. The percentages of exact agreement ranged from 94.42% to 98.04% for dichotomous CR items, and from 73.12% to 78.98% for polytomous items. The percentages of adjacent scores ranged from 1.64% to 5.08% for dichotomous items, and 14.15% to 25.63% for polytomous items. The total percentages of exact agreement and adjacent scores were high across grade spans, ranging from 93.13% to 99.68%. The high exact agreement percentages and total agreement percentages provide evidence of high inter-rater reliability. Note that cases where one rater assigned a condition code whereas the other rater assigned a numeric score were considered discrepant in score assignment, although the student would obtain the same score of zero in both ratings. This explains why the total agreement percentage (% Exact + % Adjacent) were not 100% for dichotomous items.


Table 51. Inter-Rater Agreement Statistics

Inter-Rater Agreement

Grades Max. Item

Score Point(s) % Exact % Adjacent Total ( % Exact + % Adjacent)

K–1 1 94.42% 5.08% 99.51% 3 or 4 78.98% 14.15% 93.13%

2–3 3 or 4 77.24% 20.59% 97.83% 4–5 1 97.63% 1.93% 99.56%

3 or 4 75.41% 22.34% 97.76% 6–8 1 98.04% 1.64% 99.68%

3 or 4 75.55% 22.95% 98.50% 9–12 1 95.40% 4.14% 99.53%

3 or 4 73.12% 25.63% 98.75%

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 52 and 53 present the classification accuracy and consistency results on Overall by grade. In Table 52, 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 53 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 (≥ 0.85), and the overall consistency estimates either exceeded or were close in value to 0.80. The reported kappa values ranged from 0.65 to 0.73. 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 (≥ 0.84) and consistency (0.72 to 0.82). 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 0.89, and all the false positive/negative rates were fairly low (≤ 0.06).


Table 52. Classification Accuracy and Consistency Results, Conditional on Performance Level, Overall

Overall Level 1 Level 2 Level 3 Level 4 Grade Acc. Con. Kappa Acc. Con. Acc. Con. Acc. Con. Acc. Con.

K 0.85 0.78 0.65 0.84 0.73 0.88 0.84 0.79 0.71 0.84 0.72 1 0.88 0.82 0.72 0.80 0.63 0.91 0.88 0.84 0.78 0.87 0.79 2 0.86 0.81 0.69 0.78 0.59 0.90 0.86 0.82 0.76 0.86 0.77 3 0.88 0.83 0.71 0.77 0.57 0.89 0.83 0.87 0.84 0.87 0.79 4 0.88 0.84 0.71 0.80 0.61 0.87 0.80 0.90 0.87 0.87 0.78 5 0.88 0.83 0.72 0.79 0.61 0.88 0.81 0.88 0.85 0.88 0.82 6 0.87 0.82 0.70 0.78 0.58 0.86 0.79 0.88 0.85 0.86 0.78 7 0.89 0.84 0.71 0.77 0.57 0.87 0.80 0.90 0.87 0.86 0.77 8 0.88 0.83 0.72 0.79 0.60 0.87 0.80 0.89 0.86 0.88 0.82 9 0.88 0.83 0.73 0.84 0.72 0.89 0.85 0.86 0.82 0.88 0.82 10 0.87 0.82 0.72 0.82 0.67 0.89 0.84 0.86 0.82 0.88 0.82 11 0.87 0.82 0.71 0.80 0.63 0.88 0.83 0.86 0.82 0.88 0.81 12 0.86 0.81 0.70 0.80 0.62 0.88 0.83 0.84 0.80 0.87 0.80

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

Table 53. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Overall

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

Grade Type % Correct

False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.96 0.02 0.03 0.92 0.04 0.04 0.97 0.02 0.01 Con. 0.94 0.03 0.03 0.89 0.06 0.06 0.95 0.02 0.02

1 Acc. 1.00 0.00 0.00 0.93 0.04 0.04 0.95 0.03 0.02 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.94 0.03 0.03

2 Acc. 1.00 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 0.06 0.06 0.93 0.04 0.04

3 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.95 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. 1.00 0.00 0.00 0.94 0.03 0.03 0.95 0.03 0.02 Con. 0.99 0.00 0.00 0.91 0.04 0.04 0.93 0.03 0.03

5 Acc. 1.00 0.00 0.00 0.94 0.03 0.03 0.94 0.03 0.02 Con. 1.00 0.00 0.00 0.92 0.04 0.04 0.92 0.04 0.04

6 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.91 0.05 0.05 0.92 0.04 0.04

7 Acc. 1.00 0.00 0.00 0.94 0.03 0.03 0.95 0.03 0.02 Con. 1.00 0.00 0.00 0.91 0.04 0.04 0.93 0.04 0.04

8 Acc. 1.00 0.00 0.00 0.95 0.02 0.03 0.94 0.03 0.03 Con. 1.00 0.00 0.00 0.92 0.04 0.04 0.92 0.04 0.04

9 Acc. 0.99 0.00 0.01 0.93 0.03 0.03 0.96 0.03 0.02 Con. 0.98 0.01 0.01 0.91 0.05 0.05 0.94 0.03 0.03

10 Acc. 0.99 0.00 0.01 0.93 0.03 0.03 0.95 0.03 0.02 Con. 0.99 0.01 0.01 0.91 0.05 0.05 0.93 0.04 0.04

11 Acc. 0.99 0.00 0.00 0.93 0.03 0.04 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.92 0.04 0.04

12 Acc. 0.99 0.00 0.00 0.93 0.03 0.04 0.94 0.03 0.03 Con. 0.99 0.00 0.00 0.90 0.05 0.05 0.92 0.04 0.04

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 2014 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 0.21 to 0.97 for Listening (mean across grades: 0.67), 0.07 to 0.99 for Speaking (mean: 0.77), 0.08 to 0.94 for Reading (mean: 0.57), and 0.19 to 0.98 for Writing (mean: 0.64). Within grade spans, p-values ranged from 0.19 to 0.99 in Grades K–1, from 0.21 to 0.97 in Grades 2–3, from 0.08 to 0.98 in Grades 4–5, from 0.13 to 0.98 in Grades 6–8, and from 0.07 to 0.98 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 2014 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 2014 WELPA administration were all positive and largely in the range of 0.20 to 0.70. The correlations ranged from 0.13 to 0.56 for Listening (mean across grades: 0.37), from 0.18 to 0.89 for Speaking (mean: 0.64), from 0.03 to 0.60 for Reading (mean: 0.40), and from 0.05 to 0.77 for Writing (mean: 0.48). Within grade spans, the item-total correlations varied from 0.18 to 0.82 in Grades K–1, from 0.10 to 0.77 in Grades 2–3, from 0.10 to 0.83 in Grades 4–5, from 0.18 to 0.85 in Grades 6–8, and from 0.05 to 0.89 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 0.00% to 5.88% and were above 5% for one item which was in Kindergarten. Speaking omit rates were all below 5% and ranged from 0.13% to 1.90%.


Reading omit rates were the highest ranging from 0.20% to 22.96%, 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 12 items above 5% (range: 5.14%–22.96%), but the same items all had an omit rate well below 5% in Grade 1. Writing omit rates ranged from 0.25% to 11.80%, 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 Test fairness is an important consideration in test evaluation, and courts have interpreted fairness as the demonstration of validity as defined by the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999; hereafter referred to as the Standards). Tests should be as fair as possible for test takers of different races, gender, ethnic backgrounds, or disability status. Fairness permeates through 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 Additionally, five practices that are recommended in the Standards on test fairness are relevant to the WELPA:

· striving to identify and eliminate language and content that are offensive by subgroups except when necessary for adequate representation of the test construct

· conducting appropriate studies when DIF exists · collecting evidence for both the whole test group and relevant subgroups · supporting use of a test for subgroups with evidence that indicates that valid inferences

can be drawn from test scores · in high-stakes testing, examining mean score difference between relevant subgroups

and if such differences are found, investigating and determining that such differences are not attributable to a source of construct under-representation or construct-irrelevant variance

Procedural and empirical evidence that addresses these guidelines is presented throughout the report and also summarized in Section 7.2 below.

7.2 Summary of Evidence In this section, the aforementioned guidelines on test fairness are grouped by relevance and are followed by a summary of pertinent evidence for the 2014 WELPA and a list of sections in the report that present detailed information about the evidence. Guidelines · developing and selecting appropriate tests · striving to identify and eliminate language and content that are offensive by subgroups

except when necessary for adequate representation of the test construct · conducting appropriate studies when DIF exists


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. Reference sections: Section 2.2, Section 2.5 Guideline · administering and scoring tests 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 McGraw-Hill Education CTB’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 · reporting and interpreting test results 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 Guidelines · collecting evidence for both the whole test group and relevant subgroups · collecting evidence that indicates that valid inferences can be drawn from test scores when

a test is used for subgroups · in high-stakes testing, examining mean score difference between relevant subgroups and if

such differences are found, investigating and determining that such differences are not attributable to a source of construct under-representation or construct-irrelevant variance

Evidence 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 section: Section 6.1


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, 1999, p. 9). 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 2014 annual WELPA is described throughout this technical report and also summarized in Section 8.2 below. 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 2014 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 2014 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. Due to the limited scope of the report, validity evidence on beneficial consequences of the test and test use is not addressed in this document.

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. Results from OSPI’s 2014 WELPA post-administration surveys also support usefulness of the provided training resources. MC items were scanned and scored with high-quality equipment following standardized procedures. Written CR items were scored by McGraw-Hill Education CTB’s professional handscoring team. The observed rater agreement (% Exact Agreement + % Adjacent Scores) was relatively high, about 93% or above across grade spans. The internal consistency reliability coefficients on Overall were also high, ranging from 0.93 to 0.95 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 2014 WELPA test form was also reviewed in fall 2013 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 2014 WELPA were relatively high, all at or above 0.84, which means that at least 84% 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 2014 WELPA. Additionally, the accuracy indices conditional on the Level 3/Level 4 cutpoint were high (> 0.93). This means that more than 93% 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


REFERENCES

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Bachman, L.F., & Palmer, A.S. (1982). The construct validation of some components of communicative proficiency. TESOL Quarterly, 16, 449–465.

Bachman, L.F., & Palmer, A.S. (2010). Language assessment in practice (2nd ed.). Oxford: Oxford University Press.

Bailey, A.L., & Heritage, M. (2008). Formative assessment for literacy, grades K–6: Building reading and academic language skills across the curriculum. Thousand Oaks, CA: Corwin/Sage Press.

Bailey, A.L., & Huang, B.H. (2011). Do current English language development/proficiency standards reflect the English needed for success in school? Language Testing, 28(3), 343–365.

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Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37–46.

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.

Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Belmont, CA: Wadsworth Group/Thompson Learning. Downing (Eds.). Handbook on test development (pp. 131–152). New Jersey: Erlbaum.

Fleiss, J.L. (1973). Statistical methods for rates and proportions. New York: Wiley.

Joint Committee on Testing Practices. (2004). Code of Fair Testing Practices in Education. Retrieved July 31, 2013 from http://www.apa.org/science/programs/testing/fair-code.aspx.

Kane, M. (2006). Content-related validity evidence in test development. Haladyna, T.M., M.J. Kolen, & R.L. Brennan (1995). Test equating: Methods and practices. New York: Springer.

Kolen, M.J., & Brennan, R.L. (2004). Test equating, scaling, and linking: Methods and practices (2nd ed.). USA: Springer Science+Business Media, Inc.

Livingston, S.A., & Lewis, C. (1995). Estimating the consistency and accuracy of classifications based on test scores. Journal of Educational Measurement, 32, 179–197.

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National Governors Association Center for Best Practices [NGA Center], & Council of Chief State School Officers [CCSSO]. (2010). Common Core State Standards. Washington DC: Authors. Retrieved from http://www.corestandards.org/the-standards.

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Young, M.J., & Yoon, B. (1998). Estimating the consistency and accuracy of classification in a standards-referenced assessment (CSE Technical Report 475). UCLA Center for the Study of Evaluation: Los Angeles, CA.


APPENDICES

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


Table 54. 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 80

0 240 107

0 200 68

1 300 21

1 240 107

1 200 68 2 301 15

2 240 107

2 200 68

3 367 13

3 240 107

3 200 68 4 388 11

4 240 107

4 200 68

5 390 10

5 240 107

5 200 68 6 397 10

6 277 55

6 200 63

7 408 9

7 300 33

7 201 56 8 413 9

8 317 23

8 272 47

9 414 9

9 331 18

9 298 38 10 422 9

10 342 16

10 320 32

11 428 8

11 351 15

11 337 28 12 433 8

12 360 15

12 352 25

13 435 8

13 368 14

13 384 24 14 440 8

14 376 14

14 401 23

15 446 8

15 388 15

15 403 23 16 450 8

16 397 16

16 423 24

17 454 9

17 410 17

17 437 28 18 459 9

18 428 21

18 459 36

19 463 9

19 439 31

19 481 53 20 467 9

18 428 21

20 630 197

21 472 9

19 439 31 22 477 10

20 550 143

23 483 10

24 485 11

25 491 12 26 499 13

27 511 16 28 529 23

29 580 65

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


Table 55. Grade 1 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)

Listening Speaking

Reading RS SS SEM RS SS SEM RS SS SEM

0 300 111

0 300 78

0 240 117 1 300 111

1 300 21

1 240 117

2 300 111

2 300 15

2 240 117 3 300 111

3 301 12

3 240 117

4 301 70

4 380 11

4 240 117 5 354 33

5 388 10

5 240 117

6 378 20

6 397 9

6 240 117 7 390 16

7 404 9

7 240 117

8 400 14

8 409 8

8 241 101 9 409 13

9 414 8

9 251 60

10 417 12

10 417 8

10 305 39 11 425 12

11 423 8

11 320 28

12 434 12

12 427 7

12 333 23 13 442 12

13 431 7

13 340 21

14 452 12

14 435 7

14 353 19 15 454 13

15 436 7

15 361 19

16 456 13

16 440 7

16 368 18 17 466 15

17 444 7

17 377 17

18 490 18

18 447 7

18 388 16 19 509 27

19 449 7

19 395 15

20 530 56

20 452 7

20 402 14

21 454 7

21 408 14

Writing

22 457 7

22 415 13 RS SS SEM

23 459 7

23 422 13

0 200 65

24 462 7

24 433 13 1 200 65

25 465 7

25 441 13

2 200 65

26 468 7

26 450 14 3 200 65

27 472 7

27 452 18

4 200 65

28 474 7

28 462 26 5 200 65

29 476 8

29 477 57

6 200 58

30 479 8

30 550 109 7 201 49

31 483 8

8 232 41

32 486 8 9 272 33

33 492 8

10 298 28

34 497 9 11 318 24

35 502 10

12 321 22 36 504 10 13 337 20 37 510 11 14 351 18 38 519 13 15 364 17 39 549 16 16 375 16 40 551 21 17 385 15 41 580 55 18 394 15

19 402 15 20 409 14 21 415 14 22 422 14 23 428 15 24 434 15 Writing (cont’d)

25 441 16 RS SS SEM 26 447 17 30 489 31 27 453 18 31 502 49 28 465 21 32 630 175 29 473 24


Table 56. Grades 2–3 Raw Score (RS) to Scale Score (SS) Conversions and Scale Score Conditional Standard Error of Measurement (SEM)

Listening

Speaking Reading RS SS SEM RS SS SEM

RS SS SEM

0 310 103

0 310 98

0 300 129

1 310 103

1 310 23

1 300 129

2 310 103

2 311 14

2 300 129

3 310 92

3 311 11

3 300 129

4 311 40

4 378 10

4 300 129

5 374 24

5 390 9

5 300 129

6 394 19

6 394 8

6 300 129

7 407 16

7 399 7

7 301 75

8 417 15

8 406 7

8 375 47

9 426 15

9 412 7

9 398 34

10 434 15

10 418 7

10 413 27

11 441 15

11 423 7

11 431 23

12 453 16

12 429 6

12 439 20

13 461 16

13 431 6

13 449 18

14 469 17

14 435 6

14 455 17

15 486 18

15 439 6

15 460 16

16 500 20

16 444 6

16 465 16

17 502 24

17 448 6

17 471 15

18 523 34

18 453 6

18 475 15

19 560 52

19 456 6

19 477 15

20 459 6

20 482 16

21 462 6

21 484 16

Writing

22 466 6

22 489 17

RS SS SEM

23 468 6

23 495 17

0 270 70

24 470 6

24 502 18

1 270 70

25 472 6

25 509 20

2 270 70

26 475 7

26 517 22

3 270 70

27 479 7

27 527 26

4 270 70

28 482 7

28 539 32

5 270 70

29 485 7

29 555 46

6 271 49

30 488 7

30 610 52

7 275 40

31 491 7

8 336 36

32 493 8

9 359 33

33 497 8

10 376 31

34 500 8

11 378 29 35 504 9 12 392 27 36 510 10 13 403 24 37 516 11 14 414 23 38 523 13 15 430 21 39 543 17 16 438 20 40 599 26 17 447 19 41 600 75 18 454 18 19 461 18 20 466 17 21 471 17 22 477 16 23 482 16 24 488 16 Writing (cont’d) 25 493 16 RS SS SEM 26 501 17 30 536 38 27 508 19 31 548 53 28 514 22 32 640 74 29 521 28



Listening

Speaking

Reading

RS SS SEM

RS SS SEM RS SS SEM

0 350 109

0 320 65

0 360 97

1 350 109

1 320 31

1 360 97

2 350 109

2 321 22

2 360 97

3 350 109

3 400 18

3 360 97

4 350 109

4 402 16

4 360 97

5 350 109

5 416 14

5 384 58

6 405 80

6 426 13

6 415 36

7 425 49

7 427 12

7 443 28

8 439 36

8 433 12

8 454 24

9 461 31

9 440 11

9 468 21

10 473 29

10 444 11

10 470 20

11 484 29

11 448 10

11 477 19

12 495 29

12 449 10

12 487 18

13 507 29

13 454 9

13 494 17

14 519 29

14 459 9

14 499 17

15 534 30

15 462 9

15 505 17

16 551 32

16 467 9

16 510 17

17 571 37

17 470 9

17 516 18

18 599 29

18 472 8

18 522 18

19 630 44

19 477 8

19 529 19

20 630 45

20 480 8

20 536 20

21 482 8

21 548 21

22 487 8

22 556 22

Writing

23 492 8

23 565 22

RS SS SEM

24 495 8

24 567 22

0 290 107

25 497 8

25 579 21

1 290 107

26 500 8

26 591 20

2 290 107

27 504 9

27 608 19

3 292 58

28 508 9

28 634 27

4 392 38

29 510 9

29 680 52

5 412 30

30 514 9

30 680 57

6 414 26

31 520 9

7 427 23

32 524 9

8 438 21

33 526 9

9 446 20

34 531 10

10 453 19 35 538 10

11 460 18 36 546 11

12 466 18 37 556 12

13 472 17 38 567 15

14 482 17 39 585 20

15 487 17 40 634 36

16 493 17 41 635 74

17 500 17

18 506 18

19 512 18

20 519 18 Writing (cont’d)

21 527 19 RS SS SEM

22 535 19 28 594 25

23 537 20 29 625 27

24 547 20 30 680 32

25 559 21 31 680 43

26 573 22

32 680 48

27 575 23



Listening

Speaking

Reading

RS SS SEM

RS SS SEM RS SS SEM

0 360 104

0 325 100

0 380 98

1 360 104

1 325 21

1 380 98

2 360 104

2 326 15

2 380 98

3 360 104

3 326 12

3 380 98

4 360 104

4 393 11

4 380 98

5 360 104

5 395 9

5 380 98

6 360 104

6 405 9

6 381 60

7 409 69

7 420 8

7 398 40

8 429 46

8 426 8

8 451 32

9 444 38

9 431 7

9 467 28

10 459 33

10 437 7

10 488 26

11 481 31

11 440 7

11 497 24

12 493 30

12 446 7

12 506 23

13 506 30

13 450 7

13 523 22

14 519 30

14 454 7

14 529 21

15 534 31

15 459 6

15 535 21

16 536 32

16 465 6

16 542 20

17 554 34

17 467 6

17 549 20

18 556 35

18 473 6

18 555 19

19 582 36

19 477 6

19 562 19

20 622 39

20 481 6

20 564 19

21 640 46

21 483 7

21 571 19

22 640 46

22 486 7

22 579 19

23 640 46

23 491 7

23 588 19

24 493 7

24 590 19

Writing

25 495 7

25 598 20

RS SS SEM

26 499 7

26 608 21

0 300 90

27 501 7

27 619 23

1 300 90

28 505 7

28 636 28

2 300 90

29 509 8

29 669 43

3 300 52

30 513 8

30 690 47

4 300 37

31 516 8

5 410 31

32 521 8

6 411 27

33 526 8

7 441 25

34 528 8

8 443 23 35 532 8

9 460 22 36 539 9

10 461 22 37 546 10

11 474 21 38 555 12

12 486 21 39 566 17

13 488 21 40 582 29

14 494 21 41 645 99

15 502 22

16 513 22

17 520 22 Writing (cont’d)

18 527 22 RS SS SEM

19 535 22 26 595 24

20 543 22 27 597 25

21 550 22 28 615 27

22 559 22 29 646 29

23 561 22 30 648 33

24 571 23 31 690 38

25 582 23 32 690 38



Listening

Speaking Reading

RS SS SEM

RS SS SEM RS SS SEM

0 370 103

0 330 59 0 390 93

1 370 103

1 330 26 1 390 93

2 370 103

2 330 19 2 390 93

3 370 103

3 331 16 3 390 93

4 370 103

4 401 14 4 390 93

5 370 103

5 402 12 5 390 89

6 372 101

6 415 11 6 391 53

7 409 59

7 417 10 7 451 37

8 434 40

8 423 10 8 473 29

9 467 36

9 431 9 9 488 25

10 493 36

10 432 9 10 499 23

11 505 37

11 440 9 11 509 21

12 518 37

12 443 8 12 516 20

13 531 37

13 445 8 13 524 19

14 543 36

14 448 8 14 526 19

15 557 35

15 454 8 15 533 18

16 573 33

16 458 8 16 538 18

17 593 32

17 463 8 17 545 18

18 626 30

18 468 8 18 551 18

19 628 32

19 469 8 19 557 18

20 650 38

20 474 8 20 563 19

21 650 38

21 475 8 21 568 19

22 650 38

22 480 8 22 574 19

23 483 8

23 576 20

24 489 8

24 582 21

Writing

25 492 8 25 588 21

RS SS SEM

26 494 9 26 596 23

0 310 115

27 500 9 27 604 25

1 310 115

28 503 9 28 613 30

2 310 115

29 509 9

29 634 45

3 399 56

30 512 9

30 700 57

4 410 37 31 514 10

5 412 30 32 519 10

6 443 26 33 525 10

7 453 23 34 531 11

8 461 22 35 539 12

9 468 21 36 548 13

10 477 20 37 560 16

11 484 20 38 575 23

12 491 20 39 649 43

13 497 19 40 650 81

14 504 19 41 650 81

15 511 19

16 513 19

17 519 19

Writing (cont’d)

18 527 19

RS SS SEM

19 535 20 26 603 23

20 544 20 27 604 24

21 546 20 28 629 25

22 556 21 29 668 23

23 568 21

30 670 24

24 569 22

31 700 42

25 584 22

32 700 49


Appendix B Domain-Specific Raw Score Statistics


Table 60. Raw Score Statistics, Listening




Reliability SEM

K–1 16253 20 0 20 14.19 4.11 0.76 1.61 K 16972 20 0 20 12.49 4.11 0.77 1.95 1 16253 20 0 20 15.96 3.28 0.76 1.61

2–3 25899 19 0 19 14.84 2.91 0.70 1.59 2 13989 19 0 19 14.16 2.97 0.68 1.67 3 11910 19 0 19 15.64 2.63 0.68 1.48

4–5 17584 20 0 20 13.16 3.12 0.63 1.91 4 10080 20 0 20 12.80 3.08 0.61 1.93 5 7504 20 0 20 13.63 3.11 0.64 1.87

6–8 15915 23 0 23 14.84 3.47 0.63 2.10 6 6080 23 0 23 14.44 3.45 0.62 2.12 7 5263 23 0 23 14.90 3.41 0.62 2.10 8 4572 23 0 23 15.28 3.52 0.66 2.07

9–12 12646 22 0 22 13.13 3.37 0.63 2.06 9 4162 22 0 21 12.70 3.42 0.63 2.08

10 3301 22 0 21 13.12 3.35 0.62 2.06 11 2811 22 0 21 13.50 3.29 0.62 2.03 12 2372 22 0 22 13.46 3.29 0.61 2.04

Table 61. Raw Score Statistics, Speaking




Reliability SEM


2–3 25882 41 0 41 33.42 7.34 0.93 2.29 2 13981 41 0 41 32.44 7.64 0.93 2.38 3 11901 41 0 41 34.58 6.80 0.93 2.16

4–5 17536 41 0 41 29.82 8.13 0.94 2.45 4 10051 41 0 41 29.02 8.10 0.93 2.49 5 7485 41 0 41 30.89 8.04 0.94 2.37

6–8 15905 41 0 41 32.93 8.05 0.95 2.22 6 6076 41 0 41 32.43 7.93 0.94 2.26 7 5262 41 0 41 32.93 8.07 0.95 2.22 8 4567 41 0 41 33.61 8.15 0.95 2.16

9–12 12572 41 0 41 30.92 9.12 0.96 2.43 9 4142 41 0 41 29.63 10.13 0.96 2.52

10 3264 41 0 41 30.86 9.09 0.96 2.44 11 2799 41 0 41 31.75 8.31 0.95 2.36 12 2367 41 0 41 32.26 7.82 0.95 2.28


Table 62. Raw Score Statistics, Reading




Reliability SEM


2–3 25905 30 0 30 17.66 6.23 0.85 2.41 2 13992 30 0 30 15.84 5.85 0.82 2.49 3 11913 30 0 30 19.80 5.99 0.85 2.30

4–5 17585 30 0 30 15.79 5.59 0.82 2.35 4 10077 30 0 29 15.00 5.44 0.81 2.37 5 7508 30 0 30 16.86 5.61 0.83 2.31

6–8 15920 30 0 30 16.41 5.38 0.80 2.38 6 6081 30 0 29 14.98 5.01 0.77 2.42 7 5261 30 0 30 16.60 5.29 0.80 2.38 8 4578 30 0 30 18.10 5.45 0.82 2.34

9–12 12654 30 0 30 17.06 5.76 0.82 2.45 9 4158 30 0 30 15.84 5.81 0.82 2.47

10 3296 30 0 30 17.23 5.75 0.82 2.45 11 2815 30 0 30 17.89 5.53 0.81 2.44 12 2385 30 0 30 18.01 5.54 0.81 2.43

Table 63. Raw Score Statistics, Writing




Reliability SEM


2–3 25888 32 0 32 22.17 6.04 0.88 2.54 2 13982 32 0 32 20.70 6.02 0.87 2.63 3 11906 32 0 32 23.89 5.59 0.87 2.40

4–5 17571 32 0 32 19.49 5.39 0.86 2.23 4 10069 32 0 31 18.91 5.37 0.86 2.24 5 7502 32 0 32 20.28 5.33 0.86 2.21

6–8 15911 32 0 32 19.67 4.97 0.84 2.22 6 6079 32 0 31 18.77 4.92 0.84 2.22 7 5256 32 0 32 19.80 4.88 0.84 2.22 8 4576 32 0 32 20.74 4.92 0.84 2.20

9–12 12548 32 0 32 18.59 5.67 0.85 2.50 9 4126 32 0 31 17.55 5.98 0.86 2.55

10 3266 32 0 31 18.80 5.68 0.85 2.50 11 2798 32 0 32 19.29 5.37 0.83 2.46 12 2358 32 0 32 19.28 5.18 0.82 2.45


Table 64. Raw Score Statistics, Comprehension




Reliability SEM


2–3 25870 50 0 49 32.51 8.26 0.87 2.92 2 13967 50 0 49 30.01 7.83 0.85 3.02 3 11903 50 0 49 35.44 7.76 0.87 2.78

4–5 17565 50 0 49 28.95 7.84 0.85 3.04 4 10067 50 0 48 27.80 7.63 0.84 3.08 5 7498 50 0 49 30.50 7.85 0.85 2.99

6–8 15886 53 0 52 31.25 7.83 0.83 3.20 6 6074 53 0 51 29.42 7.41 0.81 3.24 7 5253 53 0 52 31.50 7.66 0.83 3.20 8 4559 53 0 52 33.39 7.98 0.85 3.14

9–12 12586 53 0 51 30.21 8.25 0.85 3.22 9 4145 53 0 51 28.54 8.34 0.85 3.25

10 3282 53 0 51 30.38 8.25 0.85 3.21 11 2800 53 0 50 31.39 7.92 0.84 3.19 12 2359 53 0 49 31.49 8.01 0.84 3.18

Table 65. Raw Score Statistics, Oral




Reliability SEM


2–3 25827 61 0 60 48.28 9.21 0.92 2.95 2 13946 61 0 60 46.62 9.48 0.91 3.08 3 11881 61 0 60 50.22 8.48 0.91 2.77

4–5 17504 61 0 61 42.98 10.09 0.92 3.30 4 10037 61 0 61 41.82 9.99 0.92 3.35 5 7467 61 0 61 44.54 10.01 0.92 3.21

6–8 15850 64 0 64 47.81 10.09 0.92 3.27 6 6062 64 0 63 46.91 9.90 0.92 3.31 7 5244 64 0 64 47.88 10.01 0.92 3.28 8 4544 64 0 64 48.93 10.30 0.93 3.21

9–12 12485 64 0 62 44.06 11.29 0.93 3.44 9 4118 64 0 61 42.36 12.41 0.94 3.58

10 3246 64 0 61 43.99 11.22 0.93 3.45 11 2783 64 0 62 45.26 10.39 0.92 3.34 12 2338 64 0 62 45.71 9.86 0.92 3.26


Table 66. Raw Score Statistics, Productive




Reliability SEM


2–3 25812 73 0 73 55.61 11.57 0.92 3.55 2 13937 73 0 73 53.16 11.73 0.91 3.69 3 11875 73 0 73 58.48 10.69 0.91 3.36

4–5 17493 73 0 72 49.33 12.06 0.93 3.45 4 10028 73 0 70 47.93 12.00 0.92 3.49 5 7465 73 0 72 51.21 11.90 0.93 3.38

6–8 15846 73 0 73 52.66 11.56 0.93 3.28 6 6062 73 0 72 51.24 11.40 0.93 3.30 7 5237 73 0 73 52.79 11.39 0.93 3.29 8 4547 73 0 73 54.39 11.72 0.93 3.22

9–12 12415 73 0 73 49.57 13.43 0.94 3.62 9 4090 73 0 70 47.28 14.75 0.95 3.74

10 3217 73 0 70 49.71 13.47 0.94 3.63 11 2779 73 0 73 51.08 12.33 0.93 3.53 12 2329 73 0 71 51.58 11.50 0.92 3.47

Table 67. Raw Score Statistics, Literacy




Reliability SEM


2–3 25863 62 0 62 39.84 11.22 0.92 3.56 2 13965 62 0 62 36.55 10.70 0.90 3.69 3 11898 62 0 62 43.70 10.56 0.92 3.39

4–5 17556 62 0 58 35.29 10.19 0.91 3.28 4 10059 62 0 57 33.91 10.01 0.90 3.31 5 7497 62 0 58 37.15 10.14 0.91 3.25

6–8 15890 62 0 61 36.09 9.51 0.89 3.29 6 6073 62 0 59 33.75 9.02 0.88 3.33 7 5248 62 0 59 36.40 9.32 0.89 3.29 8 4569 62 0 61 38.84 9.55 0.90 3.24

9–12 12519 62 0 61 35.69 10.59 0.90 3.54 9 4119 62 0 58 33.40 10.98 0.91 3.60

10 3259 62 0 60 36.09 10.61 0.90 3.54 11 2791 62 0 61 37.22 10.02 0.89 3.50 12 2350 62 0 58 37.33 9.80 0.89 3.48


Appendix C Domain-Specific Scale Score Statistics


Table 68. Scale Score Statistics, Listening



K–1 16253 300 530 300 530 451.84 42.30 K 16972 300 530 300 530 435.06 40.94 1 16253 300 530 300 530 469.36 36.14

2–3 25899 310 560 310 560 484.89 35.17 2 13989 310 560 310 560 476.64 34.57 3 11910 310 560 310 560 494.58 33.35

4–5 17584 350 630 350 630 512.30 47.00 4 10080 350 630 350 630 507.09 45.67 5 7504 350 630 350 630 519.30 47.83

6–8 15915 360 640 360 640 527.36 50.17 6 6080 360 640 360 640 521.68 49.51 7 5263 360 640 360 640 528.30 49.12 8 4572 360 640 360 640 533.84 51.37

9–12 12646 370 650 370 650 531.33 57.30 9 4162 370 650 370 650 524.00 58.56

10 3301 370 650 370 650 530.85 57.85 11 2811 370 650 370 650 537.54 56.36 12 2372 370 650 370 650 537.47 53.80

Table 69. Scale Score Statistics, Speaking



K–1 16205 300 580 300 580 480.11 46.73 K 16972 300 580 300 580 466.57 47.52 1 16205 300 580 300 580 494.30 41.37

2–3 25882 310 600 310 600 516.22 49.15 2 13981 310 600 310 600 509.16 47.48 3 11901 310 600 310 600 524.51 49.79

4–5 17536 320 635 320 635 524.24 48.13 4 10051 320 635 320 635 519.51 45.97 5 7485 320 635 320 635 530.60 50.19

6–8 15905 325 645 325 645 537.09 51.40 6 6076 325 645 325 645 532.98 48.21 7 5262 325 645 325 645 536.94 51.09 8 4567 325 645 325 645 542.74 55.23

9–12 12572 330 650 330 650 537.62 68.18 9 4142 330 650 330 650 529.31 71.83

10 3264 330 650 330 650 536.85 67.26 11 2799 330 650 330 650 542.83 65.26 12 2367 330 650 330 650 547.04 64.39


Table 70. Scale Score Statistics, Reading



K–1 16255 240 550 240 550 391.03 61.36 K 16961 240 550 240 550 361.40 58.61 1 16255 240 550 240 550 421.94 47.30

2–3 25905 300 610 300 610 463.62 51.45 2 13992 300 610 300 610 451.03 52.14 3 11913 300 610 300 610 478.42 46.47

4–5 17585 360 680 360 680 507.64 46.59 4 10077 360 680 360 680 501.64 45.64 5 7508 360 680 360 680 515.70 46.65

6–8 15920 380 690 380 690 536.07 51.43 6 6081 380 690 380 669 524.11 51.56 7 5261 380 690 380 690 537.94 50.11 8 4578 380 690 380 690 549.81 48.99

9–12 12654 390 700 390 700 539.72 45.76 9 4158 390 700 390 700 530.45 49.02

10 3296 390 700 390 700 540.66 45.92 11 2815 390 700 390 700 545.96 41.92 12 2385 390 700 390 700 547.19 41.03

Table 71. Scale Score Statistics, Writing



K–1 16232 200 630 200 630 371.43 93.54 K 16952 200 630 200 630 317.93 79.29 1 16232 200 630 200 630 427.31 72.17

2–3 25888 270 640 270 640 474.80 52.03 2 13982 270 640 270 640 463.53 52.70 3 11906 270 640 270 640 488.04 47.96

4–5 17571 290 680 290 680 516.44 46.07 4 10069 290 680 290 680 511.94 45.19 5 7502 290 680 290 680 522.47 46.55

6–8 15911 300 690 300 690 538.69 46.41 6 6079 300 690 300 690 531.02 46.41 7 5256 300 690 300 690 539.83 45.38 8 4576 300 690 300 690 547.58 45.87

9–12 12548 310 700 310 700 533.57 49.24 9 4126 310 700 310 700 524.76 52.59

10 3266 310 700 310 700 535.69 48.11 11 2798 310 700 310 700 539.60 46.41 12 2358 310 700 310 700 538.91 45.69


Table 72. Scale Score Statistics, Comprehension



K–1 16232 270 540 270 540 421.27 46.22 K 16925 270 540 270 540 398.07 42.82 1 16232 270 540 270 540 445.46 36.13

2–3 25870 305 585 305 585 474.04 37.98 2 13967 305 585 305 585 463.64 37.38 3 11903 305 585 305 585 486.25 34.92

4–5 17565 355 655 355 655 509.72 41.38 4 10067 355 655 355 655 504.11 40.14 5 7498 355 655 355 655 517.25 41.82

6–8 15886 370 665 370 665 531.50 44.28 6 6074 370 665 370 654 522.67 43.74 7 5253 370 665 370 656 532.89 43.02 8 4559 370 665 370 665 541.66 44.08

9–12 12586 380 675 380 675 535.35 46.02 9 4145 380 675 380 675 527.03 48.02

10 3282 380 675 380 675 535.72 46.48 11 2800 380 675 380 663 541.53 43.46 12 2359 380 675 380 642 542.15 42.28

Table 73. Scale Score Statistics, Oral



K–1 16174 300 555 300 555 465.76 38.19 K 16905 300 555 300 555 450.56 37.34 1 16174 300 555 300 555 481.64 32.12

2–3 25827 310 580 310 580 500.35 36.11 2 13946 310 580 310 580 492.72 34.96 3 11881 310 580 310 580 509.31 35.38

4–5 17504 335 632 335 632 518.00 40.63 4 10037 335 632 335 632 513.01 39.03 5 7467 335 632 335 632 524.72 41.75

6–8 15850 342 642 342 642 532.14 42.56 6 6062 342 642 342 642 527.22 40.83 7 5244 342 642 342 642 532.55 41.80 8 4544 342 642 342 642 538.22 44.81

9–12 12485 350 650 350 650 534.33 54.00 9 4118 350 650 350 650 526.64 56.99

10 3246 350 650 350 650 533.65 53.77 11 2783 350 650 350 650 540.02 51.61 12 2338 350 650 350 650 542.04 49.67


Table 74. Scale Score Statistics, Productive



K–1 16154 250 605 250 605 425.57 61.83 K 16886 250 605 250 605 392.07 53.78 1 16154 250 605 250 605 460.59 48.94

2–3 25812 290 620 290 620 495.34 42.90 2 13937 290 620 290 620 486.19 42.33 3 11875 290 620 290 620 506.07 41.05

4–5 17493 305 657 305 657 520.13 40.85 4 10028 305 657 305 657 515.46 39.58 5 7465 305 657 305 657 526.40 41.69

6–8 15846 312 667 312 667 537.79 42.45 6 6062 312 667 312 667 531.87 41.14 7 5237 312 667 312 667 538.33 41.47 8 4547 312 667 312 667 545.06 44.07

9–12 12415 320 675 320 675 535.57 51.66 9 4090 320 675 320 674 527.17 55.28

10 3217 320 675 320 674 536.19 50.97 11 2779 320 675 320 675 541.08 48.59 12 2329 320 675 320 675 542.92 47.33

Table 75. Scale Score Statistics, Literacy



K–1 16215 220 590 220 590 381.07 72.08 K 16916 220 590 220 590 339.51 61.64 1 16215 220 590 220 590 424.42 54.49

2–3 25863 285 625 285 625 469.00 46.32 2 13965 285 625 285 625 457.09 46.12 3 11898 285 625 285 625 482.98 42.49

4–5 17556 325 680 325 657 511.82 42.49 4 10059 325 680 325 644 506.56 41.59 5 7497 325 680 325 657 518.87 42.67

6–8 15890 340 690 340 679 537.17 44.70 6 6073 340 690 340 663 527.35 44.38 7 5248 340 690 340 668 538.68 43.53 8 4569 340 690 340 679 548.49 43.56

9–12 12519 350 700 350 685 536.57 43.54 9 4119 350 700 350 652 527.45 46.87

10 3259 350 700 350 685 538.20 42.97 11 2791 350 700 350 667 542.73 40.15 12 2350 350 700 350 652 542.97 39.25


Appendix D Subgroup Domain-Specific Score Statistics


Table 76. Subgroup Statistics, Listening, Kindergarten


K All Students All Students 16972 100.00 12.49 4.11 435.06 40.94 Gender Female 8348 49.19 12.67 4.11 436.82 40.85 Male 8610 50.73 12.32 4.10 433.41 40.91 Not Provided 14 0.08 9.29 4.68 401.14 54.23 Primary Language Spanish 11034 65.01 12.16 4.01 431.96 39.62 Russian 830 4.89 12.54 4.27 435.01 44.04 Vietnamese 689 4.06 13.60 4.24 444.94 42.59 Somali 334 1.97 11.19 3.78 422.71 38.81 Ukrainian 307 1.81 12.86 4.04 439.06 38.73 Chinese 481 2.83 14.65 4.12 456.04 43.60 Korean 225 1.33 14.92 3.88 458.55 39.31 Tagalog 138 0.81 12.86 3.89 438.37 39.78 Other 2827 16.66 13.03 4.20 440.38 42.18 Not Provided 107 0.63 12.02 3.92 430.31 37.66 Race/Ethnicity Native American 166 0.98 12.12 4.08 430.53 41.14 Asian 2567 15.12 13.92 4.16 448.55 42.45 Black 744 4.38 11.87 3.92 429.43 39.01 Hispanic 10997 64.79 12.17 4.01 432.06 39.51 White 1916 11.29 12.74 4.27 437.22 43.48 Hawaiian/Pacific 241 1.42 11.25 3.78 424.61 37.68 Multi 257 1.51 13.54 4.29 444.56 43.95 Not Provided 84 0.49 11.69 3.97 426.63 38.73 Special Ed. Special Ed. 1152 6.79 10.66 4.48 416.84 47.06 Non-Special Ed. 15820 93.21 12.62 4.05 436.39 40.13

Table 77. Subgroup Statistics, Listening, Grade 1


1 All Students All Students 16253 100.00 15.96 3.28 469.36 36.14 Gender Female 7735 47.59 16.12 3.21 471.18 35.93 Male 8514 52.38 15.82 3.34 467.71 36.26 Not Provided 4 0.02 13.75 4.50 439.50 33.00 Primary Language Spanish 10770 66.26 15.83 3.25 467.74 35.42 Russian 809 4.98 16.46 3.08 474.89 35.24 Vietnamese 639 3.93 16.75 2.89 477.98 33.86 Somali 341 2.10 14.97 3.26 458.50 32.07 Ukrainian 346 2.13 16.34 3.12 473.23 35.99 Chinese 382 2.35 17.34 2.84 486.81 35.02 Korean 199 1.22 17.27 2.52 484.36 31.04 Tagalog 150 0.92 16.17 3.47 470.90 38.46 Other 2554 15.71 15.94 3.53 469.39 39.10 Not Provided 63 0.39 15.60 3.63 466.38 39.55 Race/Ethnicity Native American 170 1.05 15.64 3.28 465.94 35.94 Asian 2178 13.40 16.71 3.11 478.19 36.33 Black 667 4.10 15.28 3.43 461.71 36.31 Hispanic 10673 65.67 15.81 3.27 467.59 35.53 White 1957 12.04 16.28 3.28 473.12 37.13 Hawaiian/Pacific 283 1.74 14.89 3.53 456.38 35.09 Multi 280 1.72 16.60 2.95 476.27 35.21 Not Provided 45 0.28 15.33 3.71 461.58 39.02 Special Ed. Special Ed. 1262 7.76 14.12 4.06 449.62 41.46 Not Specified 14991 92.24 16.12 3.16 471.02 35.16







7 All Students All Students 5263 100.00 14.90 3.41 528.30 49.12 Gender Female 2357 44.78 14.77 3.37 526.27 48.80 Male 2905 55.20 15.01 3.43 529.95 49.33 Not Provided 1 0.02 11.00 . 481.00 . Primary Language Spanish 3559 67.62 14.97 3.26 529.26 46.72 Russian 155 2.95 15.55 3.03 538.42 44.37 Vietnamese 147 2.79 14.75 3.69 525.97 55.52 Somali 137 2.60 14.80 3.76 526.46 54.12 Ukrainian 77 1.46 15.56 3.15 537.81 47.50 Chinese 92 1.75 14.89 3.81 527.49 57.24 Korean 67 1.27 14.94 4.24 528.97 56.94 Tagalog 94 1.79 15.15 3.47 532.65 50.77 Other 911 17.31 14.49 3.76 522.41 54.68 Not Provided 24 0.46 14.54 4.09 521.21 57.17 Race/Ethnicity Native American 121 2.30 14.78 3.89 526.79 57.35 Asian 673 12.79 14.69 3.82 525.17 55.61 Black 280 5.32 14.74 3.66 526.23 53.39 Hispanic 3567 67.78 14.98 3.26 529.43 46.73 White 403 7.66 15.09 3.47 530.99 50.44 Hawaiian/Pacific 144 2.74 13.67 3.31 511.01 47.92 Multi 61 1.16 15.08 3.80 531.98 56.29 Not Provided 14 0.27 14.93 3.95 528.93 57.55 Special Ed. Special Ed. 1180 22.42 14.28 3.52 519.93 49.91 Non-Special Ed. 4083 77.58 15.08 3.35 530.71 48.63







11 All Students All Students 2811 100.00 13.50 3.29 537.54 56.36 Gender Female 1270 45.18 13.45 3.20 536.69 54.61 Male 1541 54.82 13.53 3.37 538.25 57.76 Primary Language Spanish 1541 54.82 13.45 3.16 536.72 53.70 Russian 84 2.99 14.52 3.31 554.68 57.61 Vietnamese 125 4.45 13.31 3.43 534.32 59.51 Somali 98 3.49 13.06 3.39 528.56 61.12 Ukrainian 30 1.07 14.03 3.77 545.27 66.33 Chinese 112 3.98 14.23 3.55 551.24 58.27 Korean 68 2.42 15.00 3.17 563.04 57.00 Tagalog 61 2.17 13.70 3.05 541.61 52.20 Other 670 23.83 13.33 3.44 534.66 59.23 Not Provided 22 0.78 11.50 2.56 505.55 45.56 Race/Ethnicity Native American 24 0.85 14.79 1.44 556.50 23.58 Asian 594 21.13 13.60 3.43 539.49 58.87 Black 262 9.32 13.56 3.46 538.02 61.66 Hispanic 1555 55.32 13.42 3.18 536.34 53.98 White 231 8.22 14.18 3.46 549.21 59.00 Hawaiian/Pacific 77 2.74 12.35 3.00 518.65 51.15 Multi 47 1.67 13.09 3.62 528.13 65.22 Not Provided 21 0.75 11.52 2.62 505.57 46.69 Special Ed. Special Ed. 501 17.82 12.95 3.06 528.71 52.16 Non-Special Ed. 2310 82.18 13.61 3.33 539.46 57.06




12 All Students All Students 2372 100.00 13.46 3.29 537.47 53.80 Gender Female 1077 45.40 13.40 3.17 536.35 51.12 Male 1295 54.60 13.51 3.39 538.40 55.94 Primary Language Spanish 1163 49.03 13.46 3.20 537.36 51.77 Russian 66 2.78 13.77 2.76 540.89 47.47 Vietnamese 146 6.16 12.75 3.74 526.30 58.36 Somali 106 4.47 13.16 4.08 534.35 63.50 Ukrainian 24 1.01 14.17 3.50 550.42 60.15 Chinese 93 3.92 13.83 3.43 543.39 53.90 Korean 61 2.57 15.41 3.02 571.44 52.58 Tagalog 58 2.45 13.66 3.20 539.71 56.88 Other 632 26.64 13.38 3.15 535.85 53.55 Not Provided 23 0.97 12.87 4.03 530.22 58.15 Race/Ethnicity Native American 21 0.89 15.19 3.08 563.95 58.31 Asian 576 24.28 13.35 3.52 535.92 58.29 Black 277 11.68 13.45 3.49 536.96 57.65 Hispanic 1194 50.34 13.47 3.20 537.52 51.69 White 181 7.63 13.75 2.98 542.35 49.69 Hawaiian/Pacific 67 2.82 13.49 2.49 538.28 39.21 Multi 38 1.60 12.79 3.03 525.53 51.59 Not Provided 18 0.76 13.11 4.35 534.06 62.67 Special Ed. Special Ed. 406 17.12 12.17 3.80 517.69 57.98 Not Specified 1966 82.88 13.73 3.11 541.56 51.98


Table 89. Subgroup Statistics, Speaking, Kindergarten



Table 90. Subgroup Statistics, Speaking, Grade 1









7 All Students All Students 5262 100.00 32.93 8.07 536.94 51.09 Gender Female 2362 44.89 32.92 8.07 537.01 51.41 Male 2899 55.09 32.94 8.06 536.87 50.84 Not Provided 1 0.02 37.00 546.00 Primary Language Spanish 3559 67.64 33.37 7.47 538.35 48.54 Russian 155 2.95 34.75 6.35 549.97 45.60 Vietnamese 147 2.79 31.05 10.09 529.33 59.09 Somali 138 2.62 30.10 10.37 521.17 62.95 Ukrainian 77 1.46 34.66 6.86 547.88 46.32 Chinese 94 1.79 29.76 10.25 525.19 61.81 Korean 67 1.27 31.16 10.04 532.81 65.62 Tagalog 94 1.79 34.28 5.93 541.70 38.11 Other 909 17.27 31.85 9.13 533.38 55.47 Not Provided 22 0.42 30.59 12.12 518.00 76.52 Race/Ethnicity Native American 120 2.28 34.19 7.94 549.78 54.54 Asian 673 12.79 31.45 9.54 531.74 58.18 Black 282 5.36 30.23 9.50 522.94 54.81 Hispanic 3567 67.79 33.36 7.47 538.26 48.30 White 402 7.64 33.26 8.75 540.17 58.03 Hawaiian/Pacific 144 2.74 31.33 8.51 528.32 45.08 Multi 61 1.16 35.72 5.87 557.52 46.80 Not Provided 13 0.25 32.38 9.02 527.62 44.61 Special Ed. Special Ed. 1178 22.39 32.07 7.46 530.38 45.88 Not Specified 4084 77.61 33.18 8.22 538.83 52.35




8 All Students All Students 4567 100.00 33.61 8.15 542.74 55.23 Gender Female 1969 43.11 33.52 8.21 541.95 56.03 Male 2596 56.84 33.68 8.10 543.34 54.57 Not Provided 2 0.04 26.50 20.51 545.50 140.71 Primary Language Spanish 2957 64.75 33.79 8.06 543.22 55.68 Russian 143 3.13 35.70 5.37 555.44 45.74 Vietnamese 158 3.46 33.23 8.56 542.48 54.49 Somali 140 3.07 30.81 9.83 524.70 57.19 Ukrainian 71 1.55 36.14 6.38 558.58 43.90 Chinese 79 1.73 32.04 8.93 535.37 54.78 Korean 58 1.27 31.22 11.54 535.86 78.35 Tagalog 87 1.90 34.75 5.57 548.11 44.03 Other 850 18.61 33.28 8.08 541.79 53.07 Not Provided 24 0.53 28.00 12.91 522.88 83.76 Race/Ethnicity Native American 100 2.19 35.75 6.03 562.50 52.02 Asian 613 13.42 32.62 8.71 537.59 56.26 Black 289 6.33 31.32 9.38 528.86 55.45 Hispanic 2968 64.99 33.81 8.02 543.38 55.45 White 372 8.15 34.72 7.48 549.74 52.07 Hawaiian/Pacific 147 3.22 33.53 7.60 543.15 48.19 Multi 66 1.45 35.39 5.99 556.67 48.92 Not Provided 12 0.26 27.00 12.71 518.08 75.99 Special Ed. Special Ed. 996 21.81 33.06 7.32 537.19 46.68 Not Specified 3571 78.19 33.76 8.36 544.29 57.29





Table 102. Subgroup Statistics, Reading, Kindergarten



Table 103. Subgroup Statistics, Reading, Grade 1




Table 115. Subgroup Statistics, Writing, Kindergarten



Table 116. Subgroup Statistics, Writing, Grade 1




Table 128. Subgroup Statistics, Comprehension, Kindergarten



Table 129. Subgroup Statistics, Comprehension, Grade 1




Table 141. Subgroup Statistics, Oral, Kindergarten



Table 142. Subgroup Statistics, Oral, Grade 1




Table 154. Subgroup Statistics, Productive, Kindergarten



Table 155. Subgroup Statistics, Productive, Grade 1


1 All Students All Students 16154 100.00 54.08 12.52 460.59 48.94 Gender Female 7686 47.58 55.50 12.27 467.29 48.32 Male 8464 52.40 52.79 12.61 454.52 48.69 Not Provided 4 0.02 46.50 18.45 434.00 63.42 Primary Language Spanish 10711 66.31 52.99 12.45 456.24 47.12 Russian 807 5.00 56.47 11.51 473.24 47.63 Vietnamese 631 3.91 56.58 11.47 468.92 48.82 Somali 340 2.10 54.58 13.25 458.56 50.11 Ukrainian 345 2.14 57.02 10.47 470.64 39.67 Chinese 380 2.35 59.36 12.69 484.75 54.85 Korean 197 1.22 57.40 12.86 476.92 55.05 Tagalog 149 0.92 56.08 13.88 471.22 56.01 Other 2534 15.69 55.67 12.73 466.24 52.80 Not Provided 60 0.37 53.97 13.04 462.47 48.58 Race/Ethnicity== Native American 164 1.02 51.59 10.45 447.88 42.99 Asian 2163 13.39 57.42 12.50 475.32 53.32 Black 664 4.11 55.67 12.66 463.65 50.75 Hispanic 10612 65.69 52.95 12.52 456.05 47.39 White 1947 12.05 56.09 12.13 469.48 49.02 Hawaiian/Pacific 283 1.75 52.35 10.72 450.78 38.97 Multi 279 1.73 56.88 10.63 467.67 45.78 Not Provided 42 0.26 52.62 12.61 458.00 46.77 Special Ed. Special Ed. 1249 7.73 43.86 14.17 420.14 53.91 Non-Special Ed. 14905 92.27 54.94 11.98 463.98 46.94


Table 167. Subgroup Statistics, Literacy, Kindergarten



Table 168. Subgroup Statistics, Literacy, Grade 1









7 All Students All Students 5248 100.00 36.40 9.32 538.68 43.53 Gender Female 2350 44.78 37.94 9.09 545.33 41.34 Male 2897 55.20 35.15 9.32 533.32 44.47 Not Provided 1 0.02 18.00 433.00 Primary Language Spanish 3547 67.59 36.27 8.72 538.51 39.99 Russian 155 2.95 38.71 8.21 550.08 34.17 Vietnamese 147 2.80 38.41 9.65 547.20 43.35 Somali 136 2.59 33.93 10.39 525.96 53.96 Ukrainian 77 1.47 38.47 7.91 549.17 35.53 Chinese 93 1.77 38.71 12.05 545.87 59.09 Korean 67 1.28 38.76 12.25 547.72 57.08 Tagalog 93 1.77 40.28 8.01 556.13 32.57 Other 909 17.32 35.61 10.71 534.32 51.97 Not Provided 24 0.46 33.92 13.63 520.17 70.49 Race/Ethnicity Native American 119 2.27 32.34 10.02 519.93 50.95 Asian 674 12.84 38.33 10.68 546.48 48.73 Black 279 5.32 34.46 10.74 528.14 54.27 Hispanic 3555 67.74 36.31 8.69 538.72 39.92 White 402 7.66 36.88 10.00 540.61 48.49 Hawaiian/Pacific 144 2.74 34.86 9.87 530.72 49.31 Multi 61 1.16 37.64 8.83 545.21 36.56 Not Provided 14 0.27 33.64 12.52 519.93 62.38 Special Ed. Special Ed. 1176 22.41 31.58 8.88 518.21 44.92 Non-Special Ed. 4072 77.59 37.79 8.98 544.59 41.27


Appendix E Domain-Specific Performance Level Distributions


Table 180. Performance Level Distributions, Listening

Percentage

Grades N Level 1 Level 2 Level 3 Level 4 K–1 33225 5.38 45.78 31.90 16.94

K 16972 8.21 47.19 33.51 11.09 1 16253 2.42 44.31 30.22 23.05

2–3 25899 1.80 24.31 65.15 8.75 2 13989 1.98 32.86 55.10 10.06 3 11910 1.58 14.26 76.94 7.22

4–5 17584 2.91 11.82 71.84 13.42 4 10080 3.08 11.38 75.21 10.34 5 7504 2.69 12.42 67.32 17.56

6–8 15915 2.15 10.62 73.18 14.06 6 6080 1.84 11.18 75.99 10.99 7 5263 2.30 8.61 75.38 13.72 8 4572 2.38 12.18 66.91 18.53

9–12 12646 5.74 13.63 65.37 15.25 9 4162 7.54 8.82 71.38 12.25

10 3301 6.00 14.66 63.80 15.54 11 2811 4.62 12.56 64.43 18.39 12 2372 3.54 21.92 58.14 16.40

Table 181. Performance Level Distributions, Speaking

Percentage


K 16972 5.63 49.21 41.87 3.29 1 16205 1.66 30.93 50.15 17.26

2–3 25882 1.63 18.97 56.87 22.53 2 13981 1.91 21.67 54.70 21.72 3 11901 1.30 15.81 59.42 23.47

4–5 17536 1.51 16.39 64.79 17.31 4 10051 1.49 17.76 66.43 14.32 5 7485 1.54 14.55 62.59 21.32

6–8 15905 1.99 15.49 61.70 20.83 6 6076 1.83 16.18 59.71 22.28 7 5262 1.86 16.40 63.82 17.92 8 4567 2.34 13.51 61.90 22.25

9–12 12572 3.72 25.08 44.31 26.89 9 4142 5.99 27.50 43.10 23.42

10 3264 3.65 25.03 44.42 26.90 11 2799 2.32 23.22 45.69 28.76 12 2367 1.52 23.11 44.66 30.71


Table 182. Performance Level Distributions, Reading

Percentage


K 16961 7.02 50.92 35.26 6.80 1 16255 2.10 36.01 52.63 9.25

2–3 25905 4.72 27.53 56.67 11.08 2 13992 6.28 32.45 50.06 11.21 3 11913 2.89 21.75 64.43 10.93

4–5 17585 2.31 18.82 59.69 19.18 4 10077 2.58 20.14 60.07 17.21 5 7508 1.96 17.04 59.19 21.82

6–8 15920 3.85 14.25 65.52 16.39 6 6081 4.59 15.43 65.71 14.27 7 5261 3.21 14.29 68.85 13.65 8 4578 3.60 12.63 61.42 22.35

9–12 12654 4.23 29.54 59.54 6.69 9 4158 6.04 23.76 64.65 5.56

10 3296 4.28 26.00 60.92 8.80 11 2815 2.70 34.17 56.98 6.15 12 2385 2.81 39.04 51.74 6.42

Table 183. Performance Level Distributions, Writing

Percentage


K 16952 21.32 69.24 6.28 3.16 1 16232 2.64 62.46 31.14 3.76

2–3 25888 2.29 34.15 58.99 4.57 2 13982 2.70 41.52 51.67 4.11 3 11906 1.80 25.48 67.60 5.12

4–5 17571 1.63 14.91 76.56 6.90 4 10069 1.39 16.31 75.51 6.79 5 7502 1.96 13.04 77.97 7.04

6–8 15911 1.90 12.54 81.71 3.85 6 6079 1.61 14.15 79.32 4.92 7 5256 2.19 12.98 82.40 2.44 8 4576 1.97 9.90 84.09 4.04

9–12 12548 3.24 22.28 67.26 7.21 9 4126 5.07 21.35 67.77 5.82

10 3266 3.00 21.16 67.42 8.42 11 2798 1.93 24.16 64.26 9.65 12 2358 1.95 23.24 69.72 5.09


Table 184. Performance Level Distributions, Comprehension

Percentage


K 16925 6.58 50.39 36.87 6.15 1 16232 2.03 34.65 47.75 15.57

2–3 25870 3.25 27.86 57.43 11.46 2 13967 4.06 35.44 47.94 12.56 3 11903 2.29 18.97 68.56 10.17

4–5 17565 2.99 14.62 67.16 15.23 4 10067 3.19 14.58 69.53 12.69 5 7498 2.72 14.67 63.96 18.64

6–8 15886 3.07 12.85 71.50 12.57 6 6074 3.72 13.96 69.82 12.50 7 5253 2.53 11.52 74.95 11.00 8 4559 2.83 12.92 69.77 14.48

9–12 12586 4.62 21.81 62.97 10.60 9 4145 6.18 16.89 68.47 8.47

10 3282 4.42 20.93 64.50 10.15 11 2800 3.36 22.79 60.96 12.89 12 2359 3.65 30.52 53.58 12.25

Table 185. Performance Level Distributions, Oral

Percentage


K 16905 6.50 49.41 39.72 4.37 1 16174 2.06 31.95 49.59 16.40

2–3 25827 1.83 22.71 56.31 19.15 2 13946 2.05 29.18 50.80 17.98 3 11881 1.57 15.12 62.78 20.53

4–5 17504 2.22 14.65 67.74 15.39 4 10037 2.17 15.10 70.32 12.40 5 7467 2.28 14.04 64.28 19.41

6–8 15850 2.02 13.38 68.64 15.96 6 6062 1.90 14.45 66.25 17.40 7 5244 1.98 12.26 72.96 12.80 8 4544 2.22 13.25 66.84 17.69

9–12 12485 5.11 18.97 54.55 21.37 9 4118 7.09 18.89 55.63 18.38

10 3246 5.36 18.27 55.88 20.49 11 2783 4.06 16.13 55.80 24.00 12 2338 2.52 23.48 49.27 24.72


Table 186. Performance Level Distributions, Productive

Percentage


K 16886 13.31 59.11 24.32 3.26 1 16154 1.73 46.70 42.52 9.05

2–3 25812 2.13 27.14 54.95 15.78 2 13937 2.53 33.01 49.89 14.57 3 11875 1.68 20.25 60.88 17.19

4–5 17493 2.01 15.71 69.26 13.02 4 10028 1.97 16.64 70.13 11.25 5 7465 2.06 14.47 68.08 15.39

6–8 15846 2.30 13.36 71.32 13.02 6 6062 2.31 14.38 69.78 13.53 7 5237 2.12 13.94 73.48 10.46 8 4547 2.49 11.33 70.90 15.28

9–12 12415 3.68 23.74 54.60 17.98 9 4090 5.92 25.65 53.30 15.13

10 3217 3.23 23.13 55.42 18.22 11 2779 2.27 22.92 54.52 20.30 12 2329 2.06 22.20 55.86 19.88

Table 187. Performance Level Distributions, Literacy

Percentage


K 16916 14.17 59.88 21.25 4.70 1 16215 1.68 50.77 40.57 6.98

2–3 25863 3.43 32.17 55.83 8.57 2 13965 4.45 39.35 47.70 8.51 3 11898 2.24 23.74 65.38 8.64

4–5 17556 2.24 15.85 69.38 12.53 4 10059 2.32 16.75 69.69 11.24 5 7497 2.15 14.65 68.96 14.25

6–8 15890 2.88 13.40 73.59 10.13 6 6073 3.46 14.26 72.34 9.95 7 5248 2.67 13.41 74.75 9.17 8 4569 2.36 12.23 73.91 11.49

9–12 12519 3.46 26.14 64.17 6.23 9 4119 4.88 26.07 64.85 4.20

10 3259 2.88 22.31 67.51 7.30 11 2791 2.62 26.98 62.45 7.95 12 2350 2.77 30.60 60.38 6.26


Appendix F Subgroup Domain-Specific Performance Level Distributions


Table 188. Subgroup Performance Level Distributions, Listening, Kindergarten


K All Students All Students 16972 100.00 8.21 47.19 33.51 11.09 Gender Female 8348 49.19 7.81 45.75 34.22 12.22 Male 8610 50.73 8.57 48.58 32.83 10.01 Not Provided 14 0.08 28.57 50.00 21.43 Primary Language Spanish 11034 65.01 8.74 50.36 32.26 8.64 Russian 830 4.89 9.88 43.98 34.58 11.57 Vietnamese 689 4.06 6.68 35.99 39.62 17.71 Somali 334 1.97 10.78 60.48 25.45 3.29 Ukrainian 307 1.81 7.17 44.95 33.22 14.66 Chinese 481 2.83 4.16 27.65 39.09 29.11 Korean 225 1.33 3.56 24.89 41.33 30.22 Tagalog 138 0.81 6.52 48.55 30.43 14.49 Other 2827 16.66 7.04 41.99 36.08 14.89 Not Provided 107 0.63 7.48 52.34 34.58 5.61 Ethnicity Native American 166 0.98 10.84 47.59 34.94 6.63 Asian 2567 15.12 5.45 34.24 39.03 21.27 Black 744 4.38 8.60 54.03 30.51 6.85 Hispanic 10997 64.79 8.64 50.45 32.25 8.66 White 1916 11.29 8.87 42.80 34.97 13.36 Hawaiian/Pacific 241 1.42 8.71 62.24 22.82 6.22 Multi 257 1.51 8.95 33.46 38.91 18.68 Not Provided 84 0.49 9.52 53.57 33.33 3.57 Special Ed. Special Ed. 1152 6.79 17.01 53.21 24.74 5.03 Non-Special Ed. 15820 93.21 7.57 46.75 34.15 11.53

Table 189. Subgroup Performance Level Distributions, Listening, Grade 1


1 All Students All Students 16253 100.00 2.42 44.31 30.22 23.05 Gender Female 7735 47.59 2.02 42.81 30.33 24.85 Male 8514 52.38 2.78 45.65 30.13 21.44 Not Provided 4 0.02 25.00 75.00 Primary Language Spanish 10770 66.26 2.33 46.94 29.61 21.12 Russian 809 4.98 1.85 36.71 33.62 27.81 Vietnamese 639 3.93 1.25 33.49 34.90 30.36 Somali 341 2.10 2.93 60.41 24.93 11.73 Ukrainian 346 2.13 2.02 41.04 30.64 26.30 Chinese 382 2.35 1.05 24.61 30.89 43.46 Korean 199 1.22 0.50 26.63 34.17 38.69 Tagalog 150 0.92 2.67 36.00 37.33 24.00 Other 2554 15.71 3.56 41.27 30.62 24.55 Not Provided 63 0.39 4.76 50.79 19.05 25.40 Ethnicity Native American 170 1.05 1.18 50.59 26.47 21.76 Asian 2178 13.40 1.74 32.23 33.75 32.28 Black 667 4.10 3.45 53.52 27.29 15.74 Hispanic 10673 65.67 2.39 47.01 29.54 21.06 White 1957 12.04 2.61 38.68 31.32 27.39 Hawaiian/Pacific 283 1.74 6.36 54.06 30.39 9.19 Multi 280 1.72 1.43 37.50 31.07 30.00 Not Provided 45 0.28 6.67 53.33 22.22 17.78 Special Ed. Special Ed. 1262 7.76 7.21 60.22 22.03 10.54 Non-Special Ed. 14991 92.24 2.02 42.97 30.91 24.11







3 All Students All Students 11910 100.00 1.58 14.26 76.94 7.22 Gender Female 5448 45.74 1.63 14.61 77.66 6.09 Male 6459 54.23 1.53 13.97 76.33 8.17 Not Provided 3 0.03 100.00 Primary Language Spanish 8138 68.33 1.22 13.81 78.14 6.83 Russian 578 4.85 0.87 13.15 76.82 9.17 Vietnamese 390 3.27 1.28 6.92 80.77 11.03 Somali 239 2.01 4.60 20.92 68.20 6.28 Ukrainian 255 2.14 1.18 12.55 74.90 11.37 Chinese 170 1.43 5.29 13.53 67.65 13.53 Korean 118 0.99 0.85 10.17 79.66 9.32 Tagalog 131 1.10 0.76 14.50 81.68 3.05 Other 1836 15.42 2.72 17.81 73.04 6.43 Not Provided 55 0.46 7.27 14.55 63.64 14.55 Ethnicity Native American 182 1.53 1.65 14.29 77.47 6.59 Asian 1344 11.28 2.08 12.57 76.19 9.15 Black 500 4.20 5.20 22.00 65.40 7.40 Hispanic 8137 68.32 1.25 13.90 78.14 6.71 White 1272 10.68 1.57 12.97 76.34 9.12 Hawaiian/Pacific 242 2.03 1.24 28.51 68.18 2.07 Multi 188 1.58 2.13 11.17 79.26 7.45 Not Provided 45 0.38 4.44 15.56 64.44 15.56 Special Ed. Special Ed. 1492 12.53 4.49 30.43 61.86 3.22 Non-Special Ed. 10418 87.47 1.16 11.94 79.10 7.79




4 All Students All Students 10080 100.00 3.08 11.38 75.21 10.34 Gender Female 4632 45.95 2.94 10.17 76.38 10.51 Male 5444 54.01 3.20 12.40 74.21 10.19 Not Provided 4 0.04 25.00 75.00 Primary Language Spanish 6920 68.65 2.38 11.26 76.43 9.93 Russian 417 4.14 3.60 8.39 79.14 8.87 Vietnamese 345 3.42 4.64 8.41 70.43 16.52 Somali 223 2.21 9.87 10.31 70.40 9.42 Ukrainian 199 1.97 3.02 8.54 77.89 10.55 Chinese 134 1.33 5.97 12.69 67.16 14.18 Korean 83 0.82 3.61 8.43 67.47 20.48 Tagalog 122 1.21 1.64 8.20 78.69 11.48 Other 1603 15.90 4.55 14.16 70.93 10.36 Not Provided 34 0.34 8.82 82.35 8.82 Ethnicity Native American 166 1.65 2.41 21.08 68.67 7.83 Asian 1150 11.41 4.26 9.39 72.26 14.09 Black 468 4.64 7.69 13.03 69.87 9.40 Hispanic 6946 68.91 2.40 11.30 76.52 9.78 White 970 9.62 3.81 10.21 75.26 10.72 Hawaiian/Pacific 225 2.23 4.44 18.67 70.67 6.22 Multi 126 1.25 5.56 11.90 64.29 18.25 Not Provided 29 0.29 6.90 82.76 10.34 Special Ed. Special Ed. 1526 15.14 7.40 22.74 66.45 3.41 Non-Special Ed. 8554 84.86 2.30 9.35 76.77 11.57







6 All Students All Students 6080 100.00 1.84 11.18 75.99 10.99 Gender Female 2712 44.61 1.81 11.39 77.32 9.48 Male 3366 55.36 1.87 11.02 74.93 12.18 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4129 67.91 1.67 10.39 77.48 10.46 Russian 214 3.52 8.41 73.83 17.76 Vietnamese 176 2.89 2.84 9.66 71.59 15.91 Somali 175 2.88 1.14 19.43 67.43 12.00 Ukrainian 86 1.41 3.49 8.14 74.42 13.95 Chinese 83 1.37 3.61 10.84 75.90 9.64 Korean 55 0.90 7.27 9.09 67.27 16.36 Tagalog 108 1.78 7.41 80.56 12.04 Other 1040 17.11 2.50 14.42 72.98 10.10 Not Provided 14 0.23 21.43 64.29 14.29 Ethnicity Native American 153 2.52 1.31 13.07 72.55 13.07 Asian 701 11.53 2.43 11.98 74.89 10.70 Black 332 5.46 1.81 15.36 69.58 13.25 Hispanic 4126 67.86 1.72 10.25 77.65 10.37 White 532 8.75 1.69 11.65 70.86 15.79 Hawaiian/Pacific 141 2.32 3.55 21.99 73.05 1.42 Multi 84 1.38 2.38 8.33 73.81 15.48 Not Provided 11 0.18 18.18 63.64 18.18 Special Ed. Special Ed. 1252 20.59 3.35 17.89 71.65 7.11 Non-Special Ed. 4828 79.41 1.45 9.44 77.11 11.99



7 All Students All Students 5263 100.00 2.30 8.61 75.38 13.72 Gender Female 2357 44.78 2.42 8.53 76.67 12.39 Male 2905 55.20 2.20 8.67 74.32 14.80 Not Provided 1 0.02 100.00 Primary Language Spanish 3559 67.62 1.88 7.56 77.35 13.21 Russian 155 2.95 0.65 3.87 78.06 17.42 Vietnamese 147 2.79 3.40 14.29 65.31 17.01 Somali 137 2.60 2.92 12.41 68.61 16.06 Ukrainian 77 1.46 1.30 7.79 75.32 15.58 Chinese 92 1.75 4.35 9.78 70.65 15.22 Korean 67 1.27 2.99 13.43 61.19 22.39 Tagalog 94 1.79 1.06 8.51 73.40 17.02 Other 911 17.31 3.84 11.53 71.79 12.84 Not Provided 24 0.46 4.17 12.50 66.67 16.67 Ethnicity Native American 121 2.30 6.61 7.44 68.60 17.36 Asian 673 12.79 3.86 11.59 69.54 15.01 Black 280 5.32 2.14 12.50 70.36 15.00 Hispanic 3567 67.78 1.85 7.51 77.38 13.26 White 403 7.66 2.23 8.68 72.95 16.13 Hawaiian/Pacific 144 2.74 3.47 13.19 78.47 4.86 Multi 61 1.16 1.64 11.48 70.49 16.39 Not Provided 14 0.27 14.29 64.29 21.43 Special Ed. Special Ed. 1180 22.42 3.56 10.42 75.76 10.25 Non-Special Ed. 4083 77.58 1.93 8.08 75.26 14.72




8 All Students All Students 4572 100.00 2.38 12.18 66.91 18.53 Gender Female 1968 43.04 2.24 11.99 68.29 17.48 Male 2602 56.91 2.46 12.34 65.87 19.33 Not Provided 2 0.04 50.00 50.00 Primary Language Spanish 2958 64.70 1.86 11.53 68.53 18.09 Russian 143 3.13 0.70 10.49 62.94 25.87 Vietnamese 160 3.50 3.13 12.50 60.63 23.75 Somali 141 3.08 2.13 19.15 61.70 17.02 Ukrainian 70 1.53 4.29 5.71 55.71 34.29 Chinese 79 1.73 3.80 8.86 68.35 18.99 Korean 58 1.27 12.07 10.34 56.90 20.69 Tagalog 87 1.90 1.15 12.64 75.86 10.34 Other 853 18.66 3.28 14.54 64.60 17.58 Not Provided 23 0.50 13.04 8.70 65.22 13.04 Ethnicity Native American 101 2.21 9.90 71.29 18.81 Asian 618 13.52 4.53 13.75 62.62 19.09 Black 289 6.32 1.73 15.92 64.01 18.34 Hispanic 2970 64.96 1.89 11.89 68.32 17.91 White 371 8.11 2.96 9.16 64.96 22.91 Hawaiian/Pacific 146 3.19 4.11 15.07 65.75 15.07 Multi 66 1.44 1.52 10.61 62.12 25.76 Not Provided 11 0.24 18.18 72.73 9.09 Special Ed. Special Ed. 1004 21.96 3.19 16.33 65.84 14.64 Non-Special Ed. 3568 78.04 2.16 11.01 67.21 19.62







10 All Students All Students 3301 100.00 6.00 14.66 63.80 15.54 Gender Female 1460 44.23 4.59 13.70 65.89 15.82 Male 1839 55.71 7.12 15.44 62.10 15.33 Not Provided 2 0.06 100.00 Primary Language Spanish 1883 57.04 4.78 13.54 66.54 15.14 Russian 86 2.61 4.65 11.63 68.60 15.12 Vietnamese 153 4.63 11.76 20.26 49.02 18.95 Somali 102 3.09 8.82 12.75 64.71 13.73 Ukrainian 38 1.15 5.26 23.68 44.74 26.32 Chinese 93 2.82 5.38 12.90 60.22 21.51 Korean 62 1.88 1.61 11.29 54.84 32.26 Tagalog 81 2.45 3.70 12.35 65.43 18.52 Other 775 23.48 8.13 16.77 61.29 13.81 Not Provided 28 0.85 10.71 25.00 64.29 Ethnicity Native American 44 1.33 4.55 11.36 72.73 11.36 Asian 633 19.18 9.48 16.75 54.98 18.80 Black 267 8.09 6.37 12.36 64.42 16.85 Hispanic 1896 57.44 4.85 13.66 66.35 15.14 White 284 8.60 5.28 14.44 64.08 16.20 Hawaiian/Pacific 100 3.03 7.00 23.00 66.00 4.00 Multi 53 1.61 5.66 20.75 60.38 13.21 Not Provided 24 0.73 8.33 25.00 66.67 Special Ed. Special Ed. 616 18.66 5.68 14.94 69.32 10.06 Non-Special Ed. 2685 81.34 6.07 14.60 62.53 16.80



11 All Students All Students 2811 100.00 4.62 12.56 64.43 18.39 Gender Female 1270 45.18 4.25 12.83 65.98 16.93 Male 1541 54.82 4.93 12.33 63.14 19.60 Primary Language Spanish 1541 54.82 4.48 10.51 68.33 16.68 Russian 84 2.99 3.57 9.52 53.57 33.33 Vietnamese 125 4.45 5.60 16.80 60.80 16.80 Somali 98 3.49 6.12 17.35 62.24 14.29 Ukrainian 30 1.07 6.67 6.67 60.00 26.67 Chinese 112 3.98 2.68 11.61 58.93 26.79 Korean 68 2.42 4.41 2.94 55.88 36.76 Tagalog 61 2.17 3.28 14.75 62.30 19.67 Other 670 23.83 5.07 16.57 60.15 18.21 Not Provided 22 0.78 4.55 36.36 59.09 Ethnicity Native American 24 0.85 91.67 8.33 Asian 594 21.13 4.71 14.65 59.93 20.71 Black 262 9.32 5.34 13.74 59.54 21.37 Hispanic 1555 55.32 4.50 11.06 67.78 16.66 White 231 8.22 3.90 11.26 56.71 28.14 Hawaiian/Pacific 77 2.74 3.90 24.68 66.23 5.19 Multi 47 1.67 10.64 10.64 61.70 17.02 Not Provided 21 0.75 4.76 38.10 57.14 Special Ed. Special Ed. 501 17.82 4.99 11.58 71.46 11.98 Non-Special Ed. 2310 82.18 4.55 12.77 62.90 19.78




12 All Students All Students 2372 100.00 3.54 21.92 58.14 16.40 Gender Female 1077 45.40 2.97 22.56 60.63 13.83 Male 1295 54.60 4.02 21.39 56.06 18.53 Primary Language Spanish 1163 49.03 3.10 21.32 60.45 15.13 Russian 66 2.78 3.03 16.67 69.70 10.61 Vietnamese 146 6.16 4.79 30.82 50.00 14.38 Somali 106 4.47 6.60 25.47 46.23 21.70 Ukrainian 24 1.01 4.17 16.67 54.17 25.00 Chinese 93 3.92 2.15 23.66 50.54 23.66 Korean 61 2.57 14.75 40.98 44.26 Tagalog 58 2.45 8.62 10.34 65.52 15.52 Other 632 26.64 3.64 22.63 58.86 14.87 Not Provided 23 0.97 4.35 21.74 56.52 17.39 Ethnicity Native American 21 0.89 4.76 4.76 52.38 38.10 Asian 576 24.28 4.69 25.00 50.87 19.44 Black 277 11.68 5.05 19.86 57.76 17.33 Hispanic 1194 50.34 3.02 21.36 60.47 15.16 White 181 7.63 2.21 21.55 60.77 15.47 Hawaiian/Pacific 67 2.82 19.40 73.13 7.46 Multi 38 1.60 2.63 26.32 63.16 7.89 Not Provided 18 0.76 5.56 16.67 55.56 22.22 Special Ed. Special Ed. 406 17.12 8.87 26.60 56.90 7.64 Non-Special Ed. 1966 82.88 2.44 20.96 58.39 18.21


Table 201. Subgroup Performance Level Distributions, Speaking, Kindergarten



Table 202. Subgroup Performance Level Distributions, Speaking, Grade 1


1 All Students All Students 16205 100.00 1.66 30.93 50.15 17.26 Gender Female 7708 47.57 1.75 28.89 50.36 18.99 Male 8493 52.41 1.58 32.79 49.95 15.68 Not Provided 4 0.02 25.00 50.00 25.00 Primary Language Spanish 10746 66.31 1.68 34.25 49.64 14.43 Russian 808 4.99 0.62 29.58 50.12 19.68 Vietnamese 635 3.92 1.42 23.94 48.03 26.61 Somali 340 2.10 1.76 22.35 55.88 20.00 Ukrainian 345 2.13 0.58 25.22 58.26 15.94 Chinese 380 2.34 2.37 19.74 47.37 30.53 Korean 197 1.22 1.52 22.84 52.79 22.84 Tagalog 150 0.93 3.33 25.33 49.33 22.00 Other 2543 15.69 1.93 23.52 51.44 23.12 Not Provided 61 0.38 37.70 40.98 21.31 Ethnicity Native American 166 1.02 36.75 50.00 13.25 Asian 2171 13.40 1.84 22.25 50.48 25.43 Black 664 4.10 1.96 20.03 54.37 23.64 Hispanic 10647 65.70 1.76 34.23 49.42 14.59 White 1951 12.04 1.38 26.70 51.46 20.45 Hawaiian/Pacific 284 1.75 32.75 54.23 13.03 Multi 279 1.72 0.72 20.79 53.76 24.73 Not Provided 43 0.27 44.19 37.21 18.60 Special Ed. Special Ed. 1263 7.79 3.48 52.81 35.71 8.00 Non-Special Ed. 14942 92.21 1.51 29.09 51.37 18.04




2 All Students All Students 13981 100.00 1.91 21.67 54.70 21.72 Gender Female 6476 46.32 2.05 20.80 54.89 22.25 Male 7494 53.60 1.75 22.39 54.56 21.30 Not Provided 11 0.08 27.27 36.36 36.36 Primary Language Spanish 9479 67.80 1.76 23.42 55.61 19.21 Russian 672 4.81 0.74 15.63 54.76 28.87 Vietnamese 500 3.58 1.00 14.60 54.60 29.80 Somali 331 2.37 4.83 16.31 53.17 25.68 Ukrainian 272 1.95 0.74 17.65 55.15 26.47 Chinese 219 1.57 3.65 15.98 48.40 31.96 Korean 138 0.99 1.45 11.59 52.90 34.06 Tagalog 135 0.97 2.96 20.00 56.30 20.74 Other 2171 15.53 2.40 20.18 51.77 25.66 Not Provided 64 0.46 9.38 20.31 48.44 21.88 Ethnicity Native American 171 1.22 36.84 46.78 16.37 Asian 1664 11.90 2.04 15.75 52.94 29.27 Black 627 4.48 4.15 16.27 52.31 27.27 Hispanic 9264 66.26 1.68 23.56 55.52 19.24 White 1661 11.88 2.11 17.52 54.91 25.47 Hawaiian/Pacific 241 1.72 1.66 30.71 53.11 14.52 Multi 297 2.12 2.02 14.81 49.83 33.33 Not Provided 56 0.40 10.71 17.86 50.00 21.43 Special Ed. Special Ed. 1317 9.42 5.24 39.94 44.04 10.78 Non-Special Ed. 12664 90.58 1.56 19.76 55.81 22.86



3 All Students All Students 11901 100.00 1.30 15.81 59.42 23.47 Gender Female 5441 45.72 1.60 15.46 59.64 23.30 Male 6457 54.26 1.05 16.08 59.27 23.60 Not Provided 3 0.03 66.67 33.33 Primary Language Spanish 8137 68.37 1.16 16.37 60.82 21.65 Russian 576 4.84 0.69 11.46 56.94 30.90 Vietnamese 391 3.29 1.02 13.55 56.52 28.90 Somali 239 2.01 2.93 15.06 51.46 30.54 Ukrainian 255 2.14 0.78 9.02 61.18 29.02 Chinese 170 1.43 3.53 20.00 51.18 25.29 Korean 118 0.99 2.54 13.56 51.69 32.20 Tagalog 129 1.08 0.78 20.93 59.69 18.60 Other 1831 15.39 1.69 15.46 56.91 25.94 Not Provided 55 0.46 5.45 20.00 50.91 23.64 Ethnicity Native American 181 1.52 19.34 58.56 22.10 Asian 1340 11.26 1.49 15.30 56.12 27.09 Black 499 4.19 3.61 14.43 52.30 29.66 Hispanic 8139 68.39 1.12 16.51 60.72 21.65 White 1268 10.65 1.58 10.96 58.75 28.71 Hawaiian/Pacific 242 2.03 0.41 21.07 58.26 20.25 Multi 187 1.57 1.60 13.90 54.55 29.95 Not Provided 45 0.38 4.44 20.00 51.11 24.44 Special Ed. Special Ed. 1487 12.49 2.76 28.78 56.36 12.10 Non-Special Ed. 10414 87.51 1.09 13.95 59.86 25.09




4 All Students All Students 10051 100.00 1.49 17.76 66.43 14.32 Gender Female 4624 46.01 1.43 17.67 67.32 13.58 Male 5423 53.95 1.53 17.85 65.66 14.95 Not Provided 4 0.04 25.00 75.00 Primary Language Spanish 6899 68.64 1.15 17.67 67.79 13.39 Russian 417 4.15 1.44 15.11 68.35 15.11 Vietnamese 344 3.42 3.49 15.70 62.50 18.31 Somali 223 2.22 4.93 16.14 64.13 14.80 Ukrainian 199 1.98 1.01 11.56 68.34 19.10 Chinese 132 1.31 2.27 21.97 59.85 15.91 Korean 83 0.83 3.61 16.87 59.04 20.48 Tagalog 121 1.20 0.83 14.05 66.94 18.18 Other 1599 15.91 2.00 20.51 61.79 15.70 Not Provided 34 0.34 2.94 5.88 70.59 20.59 Ethnicity Native American 165 1.64 29.70 60.00 10.30 Asian 1145 11.39 2.79 16.94 63.32 16.94 Black 468 4.66 2.99 17.31 64.96 14.74 Hispanic 6926 68.91 1.14 17.73 67.67 13.46 White 968 9.63 1.86 15.81 65.19 17.15 Hawaiian/Pacific 224 2.23 0.45 27.23 61.16 11.16 Multi 126 1.25 3.97 13.49 58.73 23.81 Not Provided 29 0.29 3.45 6.90 68.97 20.69 Special Ed. Special Ed. 1526 15.18 1.77 35.91 57.86 4.46 Non-Special Ed. 8525 84.82 1.44 14.51 67.96 16.08



5 All Students All Students 7485 100.00 1.54 14.55 62.59 21.32 Gender Female 3302 44.11 1.61 14.51 64.23 19.65 Male 4181 55.86 1.48 14.59 61.28 22.65 Not Provided 2 0.03 100.00 Primary Language Spanish 5071 67.75 1.14 14.00 63.89 20.96 Russian 279 3.73 1.43 5.02 65.95 27.60 Vietnamese 241 3.22 0.41 11.62 55.19 32.78 Somali 194 2.59 2.58 17.53 61.34 18.56 Ukrainian 124 1.66 0.81 10.48 54.84 33.87 Chinese 122 1.63 3.28 13.93 68.85 13.93 Korean 69 0.92 2.90 30.43 40.58 26.09 Tagalog 119 1.59 16.81 61.34 21.85 Other 1235 16.50 3.00 18.54 59.51 18.95 Not Provided 31 0.41 9.68 9.68 67.74 12.90 Ethnicity Native American 153 2.04 0.65 25.49 64.71 9.15 Asian 866 11.57 2.54 15.36 57.85 24.25 Black 390 5.21 2.82 18.21 59.23 19.74 Hispanic 5095 68.07 1.16 14.03 63.85 20.96 White 662 8.84 2.72 10.12 61.03 26.13 Hawaiian/Pacific 196 2.62 21.94 64.29 13.78 Multi 99 1.32 2.02 18.18 55.56 24.24 Not Provided 24 0.32 8.33 12.50 66.67 12.50 Special Ed. Special Ed. 1493 19.95 2.01 26.66 60.48 10.85 Non-Special Ed. 5992 80.05 1.42 11.53 63.12 23.93




6 All Students All Students 6076 100.00 1.83 16.18 59.71 22.28 Gender Female 2708 44.57 2.03 17.06 61.26 19.65 Male 3366 55.40 1.66 15.45 58.47 24.42 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4120 67.81 1.29 14.98 61.84 21.89 Russian 216 3.55 2.31 10.65 56.94 30.09 Vietnamese 176 2.90 1.14 13.64 53.98 31.25 Somali 178 2.93 7.30 21.91 51.12 19.66 Ukrainian 86 1.42 1.16 17.44 58.14 23.26 Chinese 84 1.38 5.95 20.24 53.57 20.24 Korean 55 0.91 5.45 16.36 56.36 21.82 Tagalog 108 1.78 0.93 9.26 65.74 24.07 Other 1040 17.12 2.69 21.63 54.62 21.06 Not Provided 13 0.21 30.77 46.15 23.08 Ethnicity Native American 153 2.52 22.88 54.90 22.22 Asian 702 11.55 2.85 18.52 56.70 21.94 Black 334 5.50 5.09 21.26 53.89 19.76 Hispanic 4117 67.76 1.36 15.11 61.57 21.96 White 534 8.79 2.62 16.10 53.56 27.72 Hawaiian/Pacific 141 2.32 0.71 19.15 65.96 14.18 Multi 85 1.40 3.53 11.76 55.29 29.41 Not Provided 10 0.16 20.00 50.00 30.00 Special Ed. Special Ed. 1254 20.64 1.04 24.24 59.73 14.99 Non-Special Ed. 4822 79.36 2.03 14.08 59.71 24.18



7 All Students All Students 5262 100.00 1.86 16.40 63.82 17.92 Gender Female 2362 44.89 1.82 16.17 64.78 17.23 Male 2899 55.09 1.90 16.59 63.02 18.49 Not Provided 1 0.02 100.00 Primary Language Spanish 3559 67.64 1.55 14.55 66.45 17.45 Russian 155 2.95 14.84 56.77 28.39 Vietnamese 147 2.79 3.40 21.77 55.10 19.73 Somali 138 2.62 5.07 22.46 59.42 13.04 Ukrainian 77 1.46 1.30 10.39 66.23 22.08 Chinese 94 1.79 3.19 25.53 51.06 20.21 Korean 67 1.27 2.99 22.39 55.22 19.40 Tagalog 94 1.79 10.64 72.34 17.02 Other 909 17.27 2.42 22.00 57.65 17.93 Not Provided 22 0.42 13.64 9.09 63.64 13.64 Ethnicity Native American 120 2.28 0.83 15.83 53.33 30.00 Asian 673 12.79 2.97 20.80 57.65 18.57 Black 282 5.36 3.19 26.24 58.16 12.41 Hispanic 3567 67.79 1.49 14.72 66.50 17.30 White 402 7.64 2.99 14.68 59.95 22.39 Hawaiian/Pacific 144 2.74 1.39 26.39 59.72 12.50 Multi 61 1.16 11.48 55.74 32.79 Not Provided 13 0.25 7.69 7.69 69.23 15.38 Special Ed. Special Ed. 1178 22.39 1.27 19.95 65.87 12.90 Non-Special Ed. 4084 77.61 2.03 15.38 63.22 19.37




8 All Students All Students 4567 100.00 2.34 13.51 61.90 22.25 Gender Female 1969 43.11 2.44 13.76 62.32 21.48 Male 2596 56.84 2.27 13.29 61.63 22.80 Not Provided 2 0.04 50.00 50.00 Primary Language Spanish 2957 64.75 2.57 12.11 62.97 22.35 Russian 143 3.13 6.99 68.53 24.48 Vietnamese 158 3.46 1.90 16.46 59.49 22.15 Somali 140 3.07 5.00 20.71 58.57 15.71 Ukrainian 71 1.55 9.86 57.75 32.39 Chinese 79 1.73 1.27 25.32 54.43 18.99 Korean 58 1.27 6.90 15.52 50.00 27.59 Tagalog 87 1.90 8.05 71.26 20.69 Other 850 18.61 1.65 16.82 59.65 21.88 Not Provided 24 0.53 8.33 33.33 37.50 20.83 Ethnicity Native American 100 2.19 14.00 51.00 35.00 Asian 613 13.42 2.45 17.46 60.20 19.90 Black 289 6.33 3.81 21.11 58.82 16.26 Hispanic 2968 64.99 2.49 12.03 63.11 22.37 White 372 8.15 1.34 11.29 62.90 24.46 Hawaiian/Pacific 147 3.22 0.68 16.33 59.86 23.13 Multi 66 1.45 10.61 57.58 31.82 Not Provided 12 0.26 8.33 41.67 33.33 16.67 Special Ed. Special Ed. 996 21.81 1.00 16.27 66.06 16.67 Non-Special Ed. 3571 78.19 2.72 12.74 60.74 23.80



9 All Students All Students 4142 100.00 5.99 27.50 43.10 23.42 Gender Female 1799 43.43 6.00 29.02 43.47 21.51 Male 2340 56.49 5.94 26.32 42.86 24.87 Not Provided 3 0.07 33.33 33.33 33.33 Primary Language Spanish 2475 59.75 5.74 24.89 44.93 24.44 Russian 109 2.63 15.60 50.46 33.94 Vietnamese 132 3.19 9.85 26.52 40.15 23.48 Somali 187 4.51 9.09 39.57 29.95 21.39 Ukrainian 54 1.30 1.85 25.93 51.85 20.37 Chinese 77 1.86 9.09 38.96 35.06 16.88 Korean 67 1.62 2.99 40.30 41.79 14.93 Tagalog 89 2.15 2.25 15.73 55.06 26.97 Other 915 22.09 6.67 33.01 40.44 19.89 Not Provided 37 0.89 8.11 27.03 18.92 45.95 Ethnicity Native American 87 2.10 18.39 45.98 35.63 Asian 656 15.84 7.16 32.16 41.16 19.51 Black 374 9.03 7.49 38.24 36.10 18.18 Hispanic 2491 60.14 5.82 24.89 44.56 24.73 White 325 7.85 3.38 25.85 45.23 25.54 Hawaiian/Pacific 128 3.09 8.59 33.59 42.19 15.63 Multi 55 1.33 5.45 25.45 41.82 27.27 Not Provided 26 0.63 11.54 30.77 23.08 34.62 Special Ed. Special Ed. 856 20.67 2.45 30.61 48.60 18.34 Non-Special Ed. 3286 79.33 6.91 26.69 41.66 24.74




10 All Students All Students 3264 100.00 3.65 25.03 44.42 26.90 Gender Female 1437 44.03 3.06 25.75 46.76 24.43 Male 1825 55.91 4.05 24.44 42.63 28.88 Not Provided 2 0.06 50.00 50.00 Primary Language Spanish 1852 56.74 4.59 21.76 45.41 28.24 Russian 86 2.63 22.09 53.49 24.42 Vietnamese 152 4.66 5.92 24.34 42.11 27.63 Somali 103 3.16 3.88 30.10 35.92 30.10 Ukrainian 38 1.16 18.42 52.63 28.95 Chinese 93 2.85 1.08 26.88 54.84 17.20 Korean 62 1.90 25.81 41.94 32.26 Tagalog 81 2.48 17.28 51.85 30.86 Other 770 23.59 1.95 33.25 40.65 24.16 Not Provided 27 0.83 18.52 33.33 37.04 11.11 Ethnicity Native American 43 1.32 9.30 48.84 41.86 Asian 632 19.36 2.69 30.85 40.66 25.79 Black 270 8.27 2.22 29.63 41.11 27.04 Hispanic 1863 57.08 4.72 21.74 45.41 28.13 White 281 8.61 1.07 25.98 47.69 25.27 Hawaiian/Pacific 100 3.06 40.00 47.00 13.00 Multi 52 1.59 1.92 23.08 48.08 26.92 Not Provided 23 0.70 17.39 34.78 39.13 8.70 Special Ed. Special Ed. 605 18.54 1.49 25.62 51.07 21.82 Non-Special Ed. 2659 81.46 4.14 24.90 42.91 28.06



11 All Students All Students 2799 100.00 2.32 23.22 45.69 28.76 Gender Female 1263 45.12 1.90 22.57 47.90 27.63 Male 1536 54.88 2.67 23.76 43.88 29.69 Primary Language Spanish 1531 54.70 3.27 21.69 45.59 29.46 Russian 83 2.97 13.25 49.40 37.35 Vietnamese 124 4.43 2.42 29.84 38.71 29.03 Somali 97 3.47 40.21 40.21 19.59 Ukrainian 30 1.07 16.67 46.67 36.67 Chinese 112 4.00 1.79 21.43 48.21 28.57 Korean 67 2.39 1.49 14.93 58.21 25.37 Tagalog 61 2.18 18.03 44.26 37.70 Other 671 23.97 1.19 26.38 45.60 26.83 Not Provided 23 0.82 4.35 17.39 56.52 21.74 Ethnicity Native American 26 0.93 11.54 42.31 46.15 Asian 592 21.15 1.52 25.00 46.62 26.86 Black 261 9.32 0.38 33.33 44.44 21.84 Hispanic 1545 55.20 3.24 22.01 45.31 29.45 White 230 8.22 1.30 14.35 47.83 36.52 Hawaiian/Pacific 76 2.72 1.32 36.84 40.79 21.05 Multi 47 1.68 14.89 46.81 38.30 Not Provided 22 0.79 4.55 18.18 59.09 18.18 Special Ed. Special Ed. 499 17.83 1.40 24.85 50.10 23.65 Non-Special Ed. 2300 82.17 2.52 22.87 44.74 29.87




12 All Students All Students 2367 100.00 1.52 23.11 44.66 30.71 Gender Female 1080 45.63 1.39 24.91 43.43 30.28 Male 1287 54.37 1.63 21.60 45.69 31.08 Primary Language Spanish 1158 48.92 1.64 21.59 44.21 32.56 Russian 64 2.70 14.06 46.88 39.06 Vietnamese 148 6.25 2.70 23.65 39.86 33.78 Somali 109 4.60 2.75 38.53 34.86 23.85 Ukrainian 24 1.01 29.17 37.50 33.33 Chinese 91 3.84 1.10 19.78 51.65 27.47 Korean 61 2.58 16.39 50.82 32.79 Tagalog 58 2.45 1.72 12.07 65.52 20.69 Other 632 26.70 1.11 25.79 45.09 28.01 Not Provided 22 0.93 4.55 27.27 36.36 31.82 Ethnicity Native American 23 0.97 17.39 39.13 43.48 Asian 575 24.29 1.57 21.91 49.04 27.48 Black 283 11.96 1.41 34.28 38.16 26.15 Hispanic 1188 50.19 1.68 21.72 44.44 32.15 White 179 7.56 0.56 18.44 41.34 39.66 Hawaiian/Pacific 64 2.70 1.56 20.31 56.25 21.88 Multi 38 1.61 28.95 36.84 34.21 Not Provided 17 0.72 5.88 29.41 35.29 29.41 Special Ed. Special Ed. 407 17.19 5.90 26.54 43.73 23.83 Non-Special Ed. 1960 82.81 0.61 22.40 44.85 32.14


Table 214. Subgroup Performance Level Distributions, Reading, Kindergarten



Table 215. Subgroup Performance Level Distributions, Reading, Grade 1









3 All Students All Students 11913 100.00 2.89 21.75 64.43 10.93 Gender Female 5452 45.77 2.44 19.99 66.89 10.67 Male 6458 54.21 3.27 23.24 62.34 11.15 Not Provided 3 0.03 100.00 Primary Language Spanish 8139 68.32 2.89 22.95 65.07 9.09 Russian 578 4.85 2.42 18.17 63.67 15.74 Vietnamese 390 3.27 1.28 11.54 63.33 23.85 Somali 239 2.01 4.60 27.20 60.67 7.53 Ukrainian 255 2.14 0.78 15.69 68.24 15.29 Chinese 171 1.44 5.26 16.96 56.14 21.64 Korean 118 0.99 15.25 54.24 30.51 Tagalog 131 1.10 2.29 14.50 67.18 16.03 Other 1836 15.41 3.27 21.35 63.51 11.87 Not Provided 56 0.47 8.93 17.86 57.14 16.07 Ethnicity Native American 182 1.53 2.75 26.92 65.93 4.40 Asian 1344 11.28 2.31 14.14 62.20 21.35 Black 499 4.19 4.41 27.25 59.52 8.82 Hispanic 8138 68.31 2.90 22.92 65.11 9.07 White 1272 10.68 2.20 18.32 65.49 13.99 Hawaiian/Pacific 244 2.05 4.10 26.64 62.70 6.56 Multi 188 1.58 4.26 23.40 60.64 11.70 Not Provided 46 0.39 8.70 19.57 52.17 19.57 Special Ed. Special Ed. 1490 12.51 11.28 51.48 35.30 1.95 Non-Special Ed. 10423 87.49 1.69 17.50 68.60 12.21




4 All Students All Students 10077 100.00 2.58 20.14 60.07 17.21 Gender Female 4634 45.99 2.11 18.08 61.22 18.58 Male 5439 53.97 2.98 21.90 59.09 16.03 Not Provided 4 0.04 25.00 50.00 25.00 Primary Language Spanish 6919 68.66 2.20 20.26 61.35 16.19 Russian 417 4.14 2.16 19.42 58.75 19.66 Vietnamese 345 3.42 3.77 15.65 55.65 24.93 Somali 223 2.21 7.62 24.22 54.26 13.90 Ukrainian 199 1.97 1.51 13.07 63.32 22.11 Chinese 133 1.32 3.01 15.79 56.39 24.81 Korean 83 0.82 14.46 48.19 37.35 Tagalog 122 1.21 1.64 12.30 59.84 26.23 Other 1602 15.90 3.75 22.66 57.05 16.54 Not Provided 34 0.34 5.88 64.71 29.41 Ethnicity Native American 166 1.65 4.22 32.53 56.63 6.63 Asian 1148 11.39 2.44 15.59 57.40 24.56 Black 469 4.65 6.18 24.31 56.72 12.79 Hispanic 6945 68.92 2.19 20.29 61.45 16.07 White 969 9.62 2.89 18.37 57.89 20.85 Hawaiian/Pacific 225 2.23 3.11 27.56 57.78 11.56 Multi 126 1.25 7.14 25.40 44.44 23.02 Not Provided 29 0.29 6.90 65.52 27.59 Special Ed. Special Ed. 1523 15.11 8.01 46.42 41.76 3.81 Non-Special Ed. 8554 84.89 1.61 15.47 63.33 19.59







6 All Students All Students 6081 100.00 4.59 15.43 65.71 14.27 Gender Female 2710 44.57 3.25 12.77 67.56 16.42 Male 3369 55.40 5.64 17.57 64.23 12.56 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4128 67.88 4.09 15.79 67.32 12.79 Russian 216 3.55 4.63 9.26 67.59 18.52 Vietnamese 176 2.89 2.84 9.09 64.77 23.30 Somali 176 2.89 6.82 18.18 61.93 13.07 Ukrainian 85 1.40 5.88 11.76 67.06 15.29 Chinese 83 1.36 4.82 13.25 54.22 27.71 Korean 55 0.90 3.64 5.45 60.00 30.91 Tagalog 108 1.78 1.85 12.96 65.74 19.44 Other 1040 17.10 6.63 17.02 61.15 15.19 Not Provided 14 0.23 7.14 21.43 42.86 28.57 Ethnicity Native American 153 2.52 7.19 16.34 69.28 7.19 Asian 700 11.51 4.86 12.57 61.29 21.29 Black 333 5.48 6.91 17.12 58.26 17.72 Hispanic 4125 67.83 4.02 16.00 67.15 12.82 White 533 8.77 5.82 13.88 63.41 16.89 Hawaiian/Pacific 141 2.32 6.38 12.77 73.76 7.09 Multi 85 1.40 4.71 16.47 60.00 18.82 Not Provided 11 0.18 9.09 18.18 36.36 36.36 Special Ed. Special Ed. 1251 20.57 10.79 28.14 56.99 4.08 Non-Special Ed. 4830 79.43 2.98 12.13 67.97 16.92



7 All Students All Students 5261 100.00 3.21 14.29 68.85 13.65 Gender Female 2353 44.73 1.91 11.90 69.27 16.91 Male 2907 55.26 4.23 16.24 68.52 11.01 Not Provided 1 0.02 100.00 Primary Language Spanish 3555 67.57 2.62 14.29 70.83 12.26 Russian 155 2.95 13.55 71.61 14.84 Vietnamese 147 2.79 2.72 11.56 65.99 19.73 Somali 136 2.59 6.62 18.38 62.50 12.50 Ukrainian 77 1.46 2.60 7.79 80.52 9.09 Chinese 93 1.77 4.30 15.05 52.69 27.96 Korean 67 1.27 5.97 11.94 52.24 29.85 Tagalog 94 1.79 11.70 64.89 23.40 Other 913 17.35 5.37 14.90 65.17 14.57 Not Provided 24 0.46 16.67 25.00 37.50 20.83 Ethnicity Native American 121 2.30 8.26 16.53 66.12 9.09 Asian 675 12.83 3.70 13.04 60.89 22.37 Black 280 5.32 6.43 17.50 62.50 13.57 Hispanic 3563 67.72 2.55 14.20 70.98 12.26 White 402 7.64 3.23 12.69 70.40 13.68 Hawaiian/Pacific 144 2.74 5.56 18.06 66.67 9.72 Multi 62 1.18 1.61 12.90 70.97 14.52 Not Provided 14 0.27 21.43 28.57 28.57 21.43 Special Ed. Special Ed. 1178 22.39 5.77 25.30 65.37 3.57 Non-Special Ed. 4083 77.61 2.47 11.12 69.85 16.56




8 All Students All Students 4578 100.00 3.60 12.63 61.42 22.35 Gender Female 1973 43.10 2.84 10.24 59.96 26.96 Male 2602 56.84 4.11 14.45 62.61 18.83 Not Provided 3 0.07 66.67 33.33 Primary Language Spanish 2962 64.70 3.38 12.42 64.08 20.12 Russian 143 3.12 2.10 13.29 62.24 22.38 Vietnamese 160 3.49 3.13 6.88 54.38 35.63 Somali 142 3.10 6.34 22.54 52.11 19.01 Ukrainian 71 1.55 2.82 8.45 61.97 26.76 Chinese 79 1.73 1.27 8.86 46.84 43.04 Korean 58 1.27 8.62 8.62 34.48 48.28 Tagalog 87 1.90 2.30 5.75 63.22 28.74 Other 852 18.61 3.99 14.32 58.10 23.59 Not Provided 24 0.52 16.67 12.50 54.17 16.67 Ethnicity Native American 102 2.23 4.90 13.73 58.82 22.55 Asian 618 13.50 4.21 9.55 53.40 32.85 Black 291 6.36 5.15 17.53 54.30 23.02 Hispanic 2972 64.92 3.30 12.42 64.10 20.19 White 371 8.10 3.50 13.48 60.11 22.91 Hawaiian/Pacific 145 3.17 4.14 16.55 61.38 17.93 Multi 66 1.44 13.64 62.12 24.24 Not Provided 13 0.28 15.38 15.38 46.15 23.08 Special Ed. Special Ed. 1004 21.93 5.58 22.61 62.75 9.06 Non-Special Ed. 3574 78.07 3.05 9.82 61.05 26.08



9 All Students All Students 4158 100.00 6.04 23.76 64.65 5.56 Gender Female 1799 43.27 5.17 22.73 65.70 6.39 Male 2356 56.66 6.71 24.53 63.84 4.92 Not Provided 3 0.07 33.33 66.67 Primary Language Spanish 2487 59.81 5.67 23.04 67.07 4.22 Russian 108 2.60 1.85 12.96 72.22 12.96 Vietnamese 132 3.17 3.79 18.94 63.64 13.64 Somali 190 4.57 10.53 33.68 53.16 2.63 Ukrainian 54 1.30 18.52 70.37 11.11 Chinese 78 1.88 5.13 19.23 65.38 10.26 Korean 67 1.61 2.99 11.94 70.15 14.93 Tagalog 89 2.14 3.37 14.61 67.42 14.61 Other 918 22.08 7.84 28.32 58.61 5.23 Not Provided 35 0.84 5.71 17.14 65.71 11.43 Ethnicity Native American 88 2.12 2.27 26.14 64.77 6.82 Asian 658 15.82 5.47 23.25 61.25 10.03 Black 377 9.07 9.28 30.24 56.23 4.24 Hispanic 2502 60.17 5.56 23.14 66.91 4.40 White 325 7.82 6.77 18.15 68.00 7.08 Hawaiian/Pacific 130 3.13 9.23 31.54 59.23 Multi 54 1.30 7.41 24.07 55.56 12.96 Not Provided 24 0.58 4.17 25.00 58.33 12.50 Special Ed. Special Ed. 859 20.66 7.68 32.48 58.56 1.28 Non-Special Ed. 3299 79.34 5.61 21.49 66.23 6.67




10 All Students All Students 3296 100.00 4.28 26.00 60.92 8.80 Gender Female 1457 44.21 3.23 24.91 62.39 9.47 Male 1837 55.73 5.12 26.89 59.72 8.27 Not Provided 2 0.06 100.00 Primary Language Spanish 1880 57.04 3.83 26.33 63.09 6.76 Russian 86 2.61 1.16 19.77 65.12 13.95 Vietnamese 153 4.64 5.23 18.30 60.13 16.34 Somali 102 3.09 6.86 33.33 50.98 8.82 Ukrainian 38 1.15 31.58 57.89 10.53 Chinese 93 2.82 3.23 22.58 51.61 22.58 Korean 62 1.88 11.29 59.68 29.03 Tagalog 81 2.46 2.47 16.05 71.60 9.88 Other 772 23.42 6.09 28.63 57.12 8.16 Not Provided 29 0.88 3.45 31.03 55.17 10.34 Ethnicity Native American 44 1.33 6.82 15.91 72.73 4.55 Asian 634 19.24 5.05 21.45 58.52 14.98 Black 265 8.04 5.66 29.06 56.98 8.30 Hispanic 1893 57.43 3.91 26.31 62.76 7.03 White 282 8.56 1.77 30.14 58.51 9.57 Hawaiian/Pacific 100 3.03 10.00 32.00 55.00 3.00 Multi 53 1.61 3.77 26.42 58.49 11.32 Not Provided 25 0.76 32.00 60.00 8.00 Special Ed. Special Ed. 611 18.54 4.91 36.33 56.79 1.96 Non-Special Ed. 2685 81.46 4.13 23.65 61.86 10.35



11 All Students All Students 2815 100.00 2.70 34.17 56.98 6.15 Gender Female 1268 45.04 1.97 34.38 58.20 5.44 Male 1547 54.96 3.30 34.00 55.98 6.72 Primary Language Spanish 1545 54.88 2.65 36.25 57.73 3.37 Russian 84 2.98 2.38 14.29 76.19 7.14 Vietnamese 125 4.44 2.40 31.20 55.20 11.20 Somali 97 3.45 1.03 54.64 41.24 3.09 Ukrainian 30 1.07 23.33 66.67 10.00 Chinese 112 3.98 3.57 21.43 59.82 15.18 Korean 68 2.42 1.47 8.82 61.76 27.94 Tagalog 61 2.17 26.23 60.66 13.11 Other 672 23.87 3.42 35.57 53.87 7.14 Not Provided 21 0.75 4.76 28.57 52.38 14.29 Ethnicity Native American 26 0.92 19.23 73.08 7.69 Asian 594 21.10 2.36 28.28 58.08 11.28 Black 261 9.27 2.68 43.30 47.13 6.90 Hispanic 1559 55.38 2.63 36.50 57.34 3.53 White 231 8.21 3.03 22.08 66.67 8.23 Hawaiian/Pacific 77 2.74 5.19 51.95 38.96 3.90 Multi 47 1.67 4.26 21.28 61.70 12.77 Not Provided 20 0.71 5.00 30.00 50.00 15.00 Special Ed. Special Ed. 499 17.73 4.01 52.71 41.68 1.60 Non-Special Ed. 2316 82.27 2.42 30.18 60.28 7.12




12 All Students All Students 2385 100.00 2.81 39.04 51.74 6.42 Gender Female 1085 45.49 2.76 41.47 49.77 5.99 Male 1300 54.51 2.85 37.00 53.38 6.77 Primary Language Spanish 1172 49.14 2.90 39.85 52.82 4.44 Russian 66 2.77 3.03 33.33 51.52 12.12 Vietnamese 149 6.25 3.36 24.16 61.07 11.41 Somali 108 4.53 7.41 51.85 38.89 1.85 Ukrainian 24 1.01 25.00 62.50 12.50 Chinese 92 3.86 2.17 21.74 66.30 9.78 Korean 61 2.56 14.75 67.21 18.03 Tagalog 58 2.43 3.45 22.41 56.90 17.24 Other 633 26.54 1.74 46.13 45.81 6.32 Not Provided 22 0.92 13.64 45.45 36.36 4.55 Ethnicity Native American 21 0.88 38.10 47.62 14.29 Asian 579 24.28 2.25 33.68 53.89 10.19 Black 280 11.74 3.57 45.71 45.71 5.00 Hispanic 1203 50.44 2.91 39.40 53.28 4.41 White 181 7.59 2.76 34.25 50.83 12.15 Hawaiian/Pacific 66 2.77 1.52 57.58 40.91 Multi 38 1.59 2.63 47.37 47.37 2.63 Not Provided 17 0.71 11.76 47.06 35.29 5.88 Special Ed. Special Ed. 407 17.06 8.60 53.81 37.35 0.25 Non-Special Ed. 1978 82.94 1.62 36.00 54.70 7.68


Table 227. Subgroup Performance Level Distributions, Writing, Kindergarten


K All Students All Students 16952 100.00 21.32 69.24 6.28 3.16 Gender Female 8336 49.17 18.43 70.37 7.39 3.81 Male 8602 50.74 24.11 68.15 5.22 2.52 Not Provided 14 0.08 35.71 64.29 Primary Language Spanish 11025 65.04 23.38 70.89 4.23 1.50 Russian 828 4.88 17.87 69.69 8.70 3.74 Vietnamese 685 4.04 18.10 72.55 5.99 3.36 Somali 334 1.97 26.95 67.96 4.19 0.90 Ukrainian 307 1.81 16.29 71.66 8.79 3.26 Chinese 482 2.84 9.13 58.51 17.01 15.35 Korean 226 1.33 8.85 62.83 15.04 13.27 Tagalog 139 0.82 11.51 72.66 13.67 2.16 Other 2821 16.64 18.40 63.98 10.78 6.84 Not Provided 105 0.62 24.76 66.67 5.71 2.86 Ethnicity Native American 165 0.97 36.36 58.79 4.85 Asian 2562 15.11 12.92 64.56 13.00 9.52 Black 744 4.39 22.45 68.55 5.65 3.36 Hispanic 10987 64.81 23.22 70.98 4.26 1.54 White 1914 11.29 18.97 67.87 8.78 4.39 Hawaiian/Pacific 242 1.43 28.10 66.94 4.55 0.41 Multi 256 1.51 20.70 63.28 12.11 3.91 Not Provided 82 0.48 26.83 65.85 4.88 2.44 Special Ed. Special Ed. 1146 6.76 45.81 52.27 1.13 0.79 Non-Special Ed. 15806 93.24 19.55 70.47 6.66 3.33

Table 228. Subgroup Performance Level Distributions, Writing, Grade 1


1 All Students All Students 16232 100.00 2.64 62.46 31.14 3.76 Gender Female 7724 47.59 1.67 56.78 36.54 5.01 Male 8504 52.39 3.52 67.60 26.25 2.63 Not Provided 4 0.02 100.00 Primary Language Spanish 10754 66.25 2.64 65.72 28.84 2.81 Russian 808 4.98 0.99 53.09 38.37 7.55 Vietnamese 636 3.92 2.83 56.76 36.01 4.40 Somali 343 2.11 3.79 67.93 26.82 1.46 Ukrainian 345 2.13 1.45 51.88 43.48 3.19 Chinese 382 2.35 1.83 39.27 48.95 9.95 Korean 199 1.23 3.02 44.72 42.21 10.05 Tagalog 150 0.92 3.33 48.00 42.00 6.67 Other 2555 15.74 3.21 59.41 32.13 5.24 Not Provided 60 0.37 68.33 28.33 3.33 Ethnicity Native American 170 1.05 2.94 75.29 19.41 2.35 Asian 2177 13.41 2.39 49.66 40.15 7.81 Black 669 4.12 3.59 65.47 27.65 3.29 Hispanic 10656 65.65 2.73 65.87 28.64 2.76 White 1954 12.04 1.94 54.76 37.67 5.63 Hawaiian/Pacific 283 1.74 2.47 77.03 19.79 0.71 Multi 281 1.73 3.91 55.52 37.72 2.85 Not Provided 42 0.26 69.05 28.57 2.38 Special Ed. Special Ed. 1252 7.71 11.58 77.80 9.98 0.64 Non-Special Ed. 14980 92.29 1.89 61.18 32.90 4.03




4 All Students All Students 10069 100.00 1.39 16.31 75.51 6.79 Gender Female 4630 45.98 1.04 12.94 77.97 8.06 Male 5435 53.98 1.69 19.17 73.41 5.72 Not Provided 4 0.04 25.00 75.00 Primary Language Spanish 6914 68.67 1.19 15.75 76.64 6.42 Russian 417 4.14 0.96 13.91 76.50 8.63 Vietnamese 344 3.42 2.62 12.21 77.33 7.85 Somali 223 2.21 3.59 22.87 69.51 4.04 Ukrainian 199 1.98 1.01 12.06 77.89 9.05 Chinese 133 1.32 0.75 18.05 67.67 13.53 Korean 83 0.82 9.64 75.90 14.46 Tagalog 122 1.21 1.64 6.56 76.23 15.57 Other 1600 15.89 2.00 20.88 70.88 6.25 Not Provided 34 0.34 11.76 85.29 2.94 Ethnicity Native American 164 1.63 2.44 31.71 64.63 1.22 Asian 1148 11.40 1.74 13.24 74.30 10.71 Black 469 4.66 2.99 23.03 68.87 5.12 Hispanic 6940 68.92 1.14 15.73 76.73 6.40 White 969 9.62 1.96 15.38 75.13 7.53 Hawaiian/Pacific 224 2.22 0.45 22.32 73.21 4.02 Multi 126 1.25 2.38 27.78 62.70 7.14 Not Provided 29 0.29 13.79 86.21 Special Ed. Special Ed. 1520 15.10 4.67 44.80 49.28 1.25 Non-Special Ed. 8549 84.90 0.81 11.24 80.17 7.78



5 All Students All Students 7502 100.00 1.96 13.04 77.97 7.04 Gender Female 3312 44.15 1.51 10.42 78.86 9.21 Male 4188 55.83 2.32 15.11 77.24 5.32 Not Provided 2 0.03 100.00 Primary Language Spanish 5087 67.81 1.61 12.44 79.63 6.31 Russian 278 3.71 0.72 8.99 78.06 12.23 Vietnamese 242 3.23 0.41 8.26 81.82 9.50 Somali 195 2.60 2.05 21.03 73.33 3.59 Ukrainian 123 1.64 2.44 8.13 78.05 11.38 Chinese 123 1.64 2.44 10.57 71.54 15.45 Korean 69 0.92 5.80 13.04 65.22 15.94 Tagalog 118 1.57 9.32 79.66 11.02 Other 1237 16.49 3.72 16.81 72.68 6.79 Not Provided 30 0.40 6.67 26.67 60.00 6.67 Ethnicity Native American 154 2.05 4.55 22.73 68.83 3.90 Asian 866 11.54 2.19 10.62 75.87 11.32 Black 390 5.20 2.82 21.03 71.79 4.36 Hispanic 5110 68.12 1.64 12.49 79.55 6.32 White 660 8.80 2.88 11.06 76.21 9.85 Hawaiian/Pacific 196 2.61 1.53 16.33 76.02 6.12 Multi 102 1.36 1.96 18.63 74.51 4.90 Not Provided 24 0.32 8.33 29.17 54.17 8.33 Special Ed. Special Ed. 1494 19.91 5.49 31.53 61.85 1.14 Non-Special Ed. 6008 80.09 1.08 8.44 81.97 8.51




6 All Students All Students 6079 100.00 1.61 14.15 79.32 4.92 Gender Female 2711 44.60 1.33 11.03 81.30 6.34 Male 3366 55.37 1.84 16.64 77.75 3.77 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4125 67.86 1.21 13.75 81.28 3.76 Russian 216 3.55 2.31 10.65 81.48 5.56 Vietnamese 176 2.90 9.66 80.68 9.66 Somali 176 2.90 5.11 19.32 71.02 4.55 Ukrainian 86 1.41 2.33 12.79 76.74 8.14 Chinese 83 1.37 13.25 72.29 14.46 Korean 55 0.90 1.82 9.09 74.55 14.55 Tagalog 108 1.78 0.93 6.48 74.07 18.52 Other 1040 17.11 2.88 17.60 73.75 5.77 Not Provided 14 0.23 14.29 85.71 Ethnicity Native American 153 2.52 1.96 24.84 69.93 3.27 Asian 700 11.52 1.57 13.00 74.57 10.86 Black 333 5.48 4.20 14.11 75.98 5.71 Hispanic 4121 67.79 1.21 13.76 81.29 3.74 White 534 8.78 3.00 14.42 75.84 6.74 Hawaiian/Pacific 142 2.34 1.41 14.08 79.58 4.93 Multi 85 1.40 2.35 21.18 74.12 2.35 Not Provided 11 0.18 18.18 81.82 Special Ed. Special Ed. 1251 20.58 2.88 31.41 65.07 0.64 Non-Special Ed. 4828 79.42 1.28 9.67 83.02 6.03



7 All Students All Students 5256 100.00 2.19 12.98 82.40 2.44 Gender Female 2354 44.79 1.91 10.24 84.83 3.02 Male 2901 55.19 2.41 15.17 80.46 1.96 Not Provided 1 0.02 100.00 Primary Language Spanish 3553 67.60 1.77 12.33 84.46 1.44 Russian 155 2.95 10.32 84.52 5.16 Vietnamese 147 2.80 0.68 10.88 84.35 4.08 Somali 136 2.59 7.35 19.12 72.06 1.47 Ukrainian 77 1.46 1.30 6.49 85.71 6.49 Chinese 93 1.77 4.30 12.90 74.19 8.60 Korean 67 1.27 2.99 11.94 74.63 10.45 Tagalog 94 1.79 4.26 90.43 5.32 Other 910 17.31 3.41 16.92 75.93 3.74 Not Provided 24 0.46 12.50 12.50 66.67 8.33 Ethnicity Native American 119 2.26 4.20 22.69 72.27 0.84 Asian 675 12.84 1.93 12.74 78.96 6.37 Black 279 5.31 5.73 19.71 72.04 2.51 Hispanic 3561 67.75 1.77 12.16 84.58 1.49 White 403 7.67 2.98 12.66 79.65 4.71 Hawaiian/Pacific 144 2.74 4.17 12.50 82.64 0.69 Multi 61 1.16 14.75 81.97 3.28 Not Provided 14 0.27 21.43 64.29 14.29 Special Ed. Special Ed. 1179 22.43 3.14 24.09 72.43 0.34 Non-Special Ed. 4077 77.57 1.91 9.76 85.28 3.04




8 All Students All Students 4576 100.00 1.97 9.90 84.09 4.04 Gender Female 1972 43.09 1.67 7.00 85.40 5.93 Male 2601 56.84 2.19 12.03 83.16 2.61 Not Provided 3 0.07 66.67 33.33 Primary Language Spanish 2959 64.66 1.96 9.50 85.70 2.84 Russian 143 3.13 1.40 4.20 86.01 8.39 Vietnamese 160 3.50 1.88 8.13 81.25 8.75 Somali 142 3.10 4.93 15.49 76.06 3.52 Ukrainian 71 1.55 1.41 5.63 84.51 8.45 Chinese 78 1.70 10.26 76.92 12.82 Korean 58 1.27 5.17 12.07 74.14 8.62 Tagalog 87 1.90 6.90 83.91 9.20 Other 853 18.64 1.52 12.08 81.59 4.81 Not Provided 25 0.55 12.00 12.00 76.00 Ethnicity Native American 102 2.23 0.98 12.75 81.37 4.90 Asian 618 13.51 1.78 10.68 80.42 7.12 Black 290 6.34 3.45 11.72 80.00 4.83 Hispanic 2971 64.93 1.92 9.56 85.46 3.06 White 370 8.09 2.43 6.49 83.78 7.30 Hawaiian/Pacific 146 3.19 13.70 84.25 2.05 Multi 66 1.44 1.52 13.64 83.33 1.52 Not Provided 13 0.28 7.69 23.08 69.23 Special Ed. Special Ed. 1003 21.92 2.59 17.75 78.66 1.00 Non-Special Ed. 3573 78.08 1.79 7.70 85.61 4.90



9 All Students All Students 4126 100.00 5.07 21.35 67.77 5.82 Gender Female 1784 43.24 4.37 18.61 69.90 7.12 Male 2339 56.69 5.60 23.43 66.14 4.83 Not Provided 3 0.07 33.33 66.67 Primary Language Spanish 2461 59.65 4.59 21.01 70.01 4.39 Russian 108 2.62 11.11 75.00 13.89 Vietnamese 132 3.20 6.82 15.91 64.39 12.88 Somali 188 4.56 7.45 34.57 56.38 1.60 Ukrainian 54 1.31 3.70 14.81 77.78 3.70 Chinese 77 1.87 7.79 19.48 57.14 15.58 Korean 67 1.62 1.49 10.45 71.64 16.42 Tagalog 88 2.13 13.64 70.45 15.91 Other 917 22.22 6.98 23.77 63.14 6.11 Not Provided 34 0.82 17.65 76.47 5.88 Ethnicity Native American 89 2.16 2.25 29.21 65.17 3.37 Asian 656 15.90 6.10 19.97 62.80 11.13 Black 373 9.04 8.04 27.08 58.18 6.70 Hispanic 2476 60.01 4.64 20.76 70.15 4.44 White 325 7.88 4.31 18.46 70.15 7.08 Hawaiian/Pacific 130 3.15 3.85 24.62 69.23 2.31 Multi 54 1.31 5.56 22.22 68.52 3.70 Not Provided 23 0.56 21.74 73.91 4.35 Special Ed. Special Ed. 855 20.72 4.33 33.22 60.47 1.99 Non-Special Ed. 3271 79.28 5.26 18.25 69.67 6.82




10 All Students All Students 3266 100.00 3.00 21.16 67.42 8.42 Gender Female 1447 44.30 1.87 18.18 69.73 10.23 Male 1817 55.63 3.91 23.56 65.55 6.99 Not Provided 2 0.06 100.00 Primary Language Spanish 1857 56.86 3.39 20.57 70.22 5.82 Russian 86 2.63 1.16 13.95 72.09 12.79 Vietnamese 152 4.65 1.32 15.79 63.16 19.74 Somali 102 3.12 3.92 29.41 56.86 9.80 Ukrainian 38 1.16 18.42 65.79 15.79 Chinese 92 2.82 1.09 20.65 57.61 20.65 Korean 62 1.90 12.90 62.90 24.19 Tagalog 81 2.48 17.28 71.60 11.11 Other 770 23.58 3.12 24.55 63.77 8.57 Not Provided 26 0.80 11.54 23.08 61.54 3.85 Ethnicity Native American 44 1.35 18.18 79.55 2.27 Asian 630 19.29 1.90 18.73 63.49 15.87 Black 266 8.14 3.38 24.81 62.41 9.40 Hispanic 1872 57.32 3.53 20.89 69.39 6.20 White 282 8.63 1.42 21.99 67.02 9.57 Hawaiian/Pacific 99 3.03 2.02 27.27 69.70 1.01 Multi 51 1.56 3.92 29.41 58.82 7.84 Not Provided 22 0.67 13.64 18.18 63.64 4.55 Special Ed. Special Ed. 603 18.46 2.32 31.01 64.18 2.49 Non-Special Ed. 2663 81.54 3.15 18.93 68.16 9.76



11 All Students All Students 2798 100.00 1.93 24.16 64.26 9.65 Gender Female 1259 45.00 1.43 21.53 66.72 10.33 Male 1539 55.00 2.34 26.32 62.25 9.10 Primary Language Spanish 1532 54.75 2.22 25.33 65.34 7.11 Russian 84 3.00 17.86 65.48 16.67 Vietnamese 125 4.47 0.80 20.80 60.00 18.40 Somali 97 3.47 3.09 41.24 49.48 6.19 Ukrainian 30 1.07 20.00 60.00 20.00 Chinese 112 4.00 1.79 13.39 63.39 21.43 Korean 68 2.43 1.47 8.82 64.71 25.00 Tagalog 61 2.18 11.48 78.69 9.84 Other 668 23.87 1.80 25.15 63.32 9.73 Not Provided 21 0.75 4.76 23.81 71.43 Ethnicity Native American 25 0.89 20.00 72.00 8.00 Asian 593 21.19 1.01 18.55 64.08 16.36 Black 261 9.33 2.30 32.57 58.62 6.51 Hispanic 1546 55.25 2.33 25.42 65.33 6.92 White 231 8.26 1.30 17.32 64.07 17.32 Hawaiian/Pacific 75 2.68 1.33 36.00 62.67 Multi 47 1.68 2.13 23.40 59.57 14.89 Not Provided 20 0.71 5.00 25.00 70.00 Special Ed. Special Ed. 494 17.66 2.83 38.46 56.07 2.63 Non-Special Ed. 2304 82.34 1.74 21.09 66.02 11.15




12 All Students All Students 2358 100.00 1.95 23.24 69.72 5.09 Gender Female 1076 45.63 1.77 21.84 69.80 6.60 Male 1282 54.37 2.11 24.41 69.66 3.82 Primary Language Spanish 1150 48.77 2.35 23.22 71.04 3.39 Russian 66 2.80 27.27 65.15 7.58 Vietnamese 149 6.32 2.01 20.13 66.44 11.41 Somali 107 4.54 3.74 37.38 55.14 3.74 Ukrainian 24 1.02 20.83 70.83 8.33 Chinese 92 3.90 1.09 13.04 78.26 7.61 Korean 61 2.59 11.48 75.41 13.11 Tagalog 58 2.46 1.72 10.34 79.31 8.62 Other 628 26.63 1.43 25.00 68.31 5.25 Not Provided 23 0.98 4.35 26.09 69.57 Ethnicity Native American 22 0.93 4.55 27.27 59.09 9.09 Asian 578 24.51 1.56 20.42 69.72 8.30 Black 278 11.79 2.16 28.78 64.39 4.68 Hispanic 1179 50.00 2.37 22.82 71.50 3.31 White 180 7.63 0.56 25.56 64.44 9.44 Hawaiian/Pacific 66 2.80 21.21 78.79 Multi 37 1.57 27.03 70.27 2.70 Not Provided 18 0.76 5.56 27.78 66.67 Special Ed. Special Ed. 400 16.96 6.50 34.00 59.00 0.50 Non-Special Ed. 1958 83.04 1.02 21.04 71.91 6.03


Table 240. Subgroup Performance Level Distributions, Comprehension, Kindergarten


K All Students All Students 16925 100.00 6.58 50.39 36.87 6.15 Gender Female 8329 49.21 5.93 48.47 39.13 6.47 Male 8582 50.71 7.20 52.20 34.75 5.85 Not Provided 14 0.08 14.29 85.71 Primary Language Spanish 11006 65.03 7.06 55.81 34.34 2.79 Russian 824 4.87 6.67 45.15 41.38 6.80 Vietnamese 688 4.06 5.09 33.87 48.40 12.65 Somali 334 1.97 11.68 56.89 30.84 0.60 Ukrainian 307 1.81 4.23 46.25 43.00 6.51 Chinese 481 2.84 2.70 21.83 46.36 29.11 Korean 225 1.33 3.11 24.44 41.78 30.67 Tagalog 137 0.81 4.38 39.42 42.34 13.87 Other 2817 16.64 5.64 41.82 40.50 12.03 Not Provided 106 0.63 9.43 54.72 33.96 1.89 Ethnicity Native American 165 0.97 10.91 57.58 27.88 3.64 Asian 2559 15.12 3.83 31.03 45.49 19.66 Black 743 4.39 8.88 49.93 36.74 4.44 Hispanic 10970 64.82 7.01 55.75 34.41 2.83 White 1907 11.27 6.24 45.67 39.85 8.23 Hawaiian 241 1.42 7.47 60.58 30.71 1.24 Multi 257 1.52 7.00 35.02 46.69 11.28 Not Provided 83 0.49 9.64 55.42 34.94 Special Ed. Special Ed. 1144 6.76 16.00 59.09 23.60 1.31 Non-Special Ed. 15781 93.24 5.90 49.76 37.84 6.50

Table 241. Subgroup Performance Level Distributions, Comprehension, Grade 1


1 All Students All Students 16232 100.00 2.03 34.65 47.75 15.57 Gender Female 7727 47.60 1.67 31.86 49.00 17.47 Male 8501 52.37 2.35 37.17 46.63 13.85 Not Provided 4 0.02 25.00 50.00 25.00 Primary Language Spanish 10756 66.26 2.01 38.26 47.72 12.01 Russian 809 4.98 1.48 27.94 50.19 20.40 Vietnamese 638 3.93 1.57 21.47 49.22 27.74 Somali 341 2.10 3.52 37.83 50.15 8.50 Ukrainian 346 2.13 1.73 31.21 49.42 17.63 Chinese 382 2.35 1.31 12.30 42.67 43.72 Korean 198 1.22 2.02 12.63 47.47 37.88 Tagalog 150 0.92 2.00 22.67 52.00 23.33 Other 2551 15.72 2.35 30.46 47.00 20.19 Not Provided 61 0.38 3.28 42.62 36.07 18.03 Ethnicity Native American 170 1.05 2.94 45.29 41.18 10.59 Asian 2176 13.41 1.75 19.35 47.52 31.39 Black 667 4.11 3.00 33.88 50.67 12.44 Hispanic 10660 65.67 2.04 38.42 47.56 11.98 White 1956 12.05 1.89 29.81 48.26 20.04 Hawaiian 281 1.73 2.49 44.13 47.69 5.69 Multi 279 1.72 1.43 27.96 51.97 18.64 Not Provided 43 0.26 4.65 44.19 37.21 13.95 Special Ed. Special Ed. 1259 7.76 8.74 55.76 32.17 3.34 Non-Special Ed. 14973 92.24 1.47 32.87 49.06 16.60







3 All Students All Students 11903 100.00 2.29 18.97 68.56 10.17 Gender Female 5447 45.76 2.06 17.51 71.16 9.27 Male 6453 54.21 2.49 20.21 66.36 10.94 Not Provided 3 0.03 100.00 Primary Language Spanish 8133 68.33 2.11 19.33 69.77 8.79 Russian 578 4.86 2.08 16.09 66.61 15.22 Vietnamese 390 3.28 1.28 10.00 69.23 19.49 Somali 239 2.01 5.44 25.94 61.51 7.11 Ukrainian 255 2.14 0.78 13.73 71.37 14.12 Chinese 170 1.43 5.29 18.24 55.88 20.59 Korean 118 0.99 12.71 61.86 25.42 Tagalog 131 1.10 2.29 11.45 77.10 9.16 Other 1834 15.41 2.84 21.10 65.70 10.36 Not Provided 55 0.46 9.09 16.36 52.73 21.82 Ethnicity Native American 182 1.53 2.20 23.63 65.93 8.24 Asian 1343 11.28 2.01 14.15 66.79 17.05 Black 499 4.19 5.61 24.45 60.52 9.42 Hispanic 8132 68.32 2.13 19.42 69.77 8.68 White 1272 10.69 1.89 16.12 68.16 13.84 Hawaiian 242 2.03 3.31 30.99 62.40 3.31 Multi 188 1.58 2.66 19.15 68.09 10.11 Not Provided 45 0.38 8.89 17.78 48.89 24.44 Special Ed. Special Ed. 1489 12.51 8.46 47.35 41.64 2.55 Non-Special Ed. 10414 87.49 1.41 14.91 72.41 11.26




4 All Students All Students 10067 100.00 3.19 14.58 69.53 12.69 Gender Female 4628 45.97 2.96 12.47 71.37 13.20 Male 5435 53.99 3.37 16.39 67.97 12.27 Not Provided 4 0.04 25.00 75.00 Primary Language Spanish 6911 68.65 2.56 14.51 71.12 11.81 Russian 417 4.14 3.36 11.75 72.18 12.71 Vietnamese 345 3.43 4.06 10.43 66.38 19.13 Somali 223 2.22 7.62 21.08 60.54 10.76 Ukrainian 199 1.98 2.01 9.05 74.37 14.57 Chinese 133 1.32 6.77 12.78 60.90 19.55 Korean 83 0.82 1.20 9.64 59.04 30.12 Tagalog 122 1.21 2.46 6.56 72.95 18.03 Other 1600 15.89 5.06 17.50 64.13 13.31 Not Provided 34 0.34 2.94 5.88 79.41 11.76 Ethnicity Native American 166 1.65 4.82 21.69 67.47 6.02 Asian 1147 11.39 3.84 10.90 66.09 19.18 Black 468 4.65 7.48 19.66 63.03 9.83 Hispanic 6937 68.91 2.55 14.59 71.15 11.71 White 969 9.63 3.51 13.11 68.32 15.07 Hawaiian 225 2.24 5.33 22.22 64.89 7.56 Multi 126 1.25 7.94 19.84 53.17 19.05 Not Provided 29 0.29 3.45 3.45 82.76 10.34 Special Ed. Special Ed. 1519 15.09 8.62 35.35 53.46 2.57 Non-Special Ed. 8548 84.91 2.22 10.89 72.39 14.49



5 All Students All Students 7498 100.00 2.72 14.67 63.96 18.64 Gender Female 3312 44.17 2.36 12.17 66.39 19.08 Male 4184 55.80 3.01 16.66 62.02 18.31 Not Provided 2 0.03 100.00 Primary Language Spanish 5082 67.78 2.11 14.23 66.29 17.38 Russian 278 3.71 1.80 8.27 69.06 20.86 Vietnamese 241 3.21 1.66 7.05 62.66 28.63 Somali 195 2.60 5.64 21.03 54.36 18.97 Ukrainian 124 1.65 3.23 10.48 63.71 22.58 Chinese 123 1.64 3.25 12.20 49.59 34.96 Korean 69 0.92 5.80 21.74 28.99 43.48 Tagalog 119 1.59 0.84 11.76 64.71 22.69 Other 1237 16.50 5.01 18.67 58.45 17.87 Not Provided 30 0.40 6.67 26.67 60.00 6.67 Ethnicity Native American 152 2.03 0.66 23.03 67.11 9.21 Asian 866 11.55 4.04 12.93 55.31 27.71 Black 391 5.21 5.12 20.46 53.71 20.72 Hispanic 5104 68.07 2.19 14.07 66.36 17.38 White 663 8.84 3.47 14.18 61.69 20.66 Hawaiian 196 2.61 3.57 19.39 67.35 9.69 Multi 102 1.36 3.92 16.67 61.76 17.65 Not Provided 24 0.32 8.33 25.00 58.33 8.33 Special Ed. Special Ed. 1497 19.97 7.01 31.60 56.31 5.08 Non-Special Ed. 6001 80.03 1.65 10.45 65.87 22.03




6 All Students All Students 6074 100.00 3.72 13.96 69.82 12.50 Gender Female 2710 44.62 3.28 12.07 72.36 12.29 Male 3362 55.35 4.07 15.47 67.82 12.64 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4126 67.93 3.32 13.77 71.52 11.39 Russian 214 3.52 2.80 7.48 70.09 19.63 Vietnamese 176 2.90 2.84 10.80 63.64 22.73 Somali 175 2.88 8.00 14.86 65.14 12.00 Ukrainian 85 1.40 4.71 11.76 68.24 15.29 Chinese 83 1.37 3.61 14.46 61.45 20.48 Korean 55 0.91 5.45 7.27 65.45 21.82 Tagalog 108 1.78 11.11 74.07 14.81 Other 1038 17.09 5.20 17.15 65.51 12.14 Not Provided 14 0.23 21.43 64.29 14.29 Ethnicity Native American 153 2.52 3.92 16.99 67.97 11.11 Asian 700 11.52 3.71 13.86 66.29 16.14 Black 332 5.47 6.63 14.76 64.76 13.86 Hispanic 4123 67.88 3.27 13.92 71.48 11.33 White 531 8.74 4.71 11.86 65.54 17.89 Hawaiian 140 2.30 5.71 17.14 74.29 2.86 Multi 84 1.38 4.76 15.48 61.90 17.86 Not Provided 11 0.18 18.18 63.64 18.18 Special Ed. Special Ed. 1248 20.55 7.77 26.60 60.26 5.37 Non-Special Ed. 4826 79.45 2.67 10.69 72.30 14.34



7 All Students All Students 5253 100.00 2.53 11.52 74.95 11.00 Gender Female 2351 44.76 2.08 10.21 76.05 11.65 Male 2901 55.23 2.90 12.55 74.08 10.48 Not Provided 1 0.02 100.00 Primary Language Spanish 3553 67.64 1.97 10.36 77.71 9.96 Russian 155 2.95 7.10 78.06 14.84 Vietnamese 147 2.80 4.08 12.93 66.67 16.33 Somali 136 2.59 5.15 17.65 66.91 10.29 Ukrainian 77 1.47 1.30 9.09 77.92 11.69 Chinese 92 1.75 5.43 13.04 63.04 18.48 Korean 67 1.28 4.48 11.94 58.21 25.37 Tagalog 93 1.77 9.68 77.42 12.90 Other 909 17.30 4.51 15.29 68.65 11.55 Not Provided 24 0.46 33.33 54.17 12.50 Ethnicity Native American 120 2.28 5.00 19.17 65.00 10.83 Asian 672 12.79 3.42 13.69 66.67 16.22 Black 279 5.31 5.02 17.56 66.31 11.11 Hispanic 3561 67.79 1.99 10.28 77.79 9.94 White 402 7.65 2.49 10.20 74.38 12.94 Hawaiian 144 2.74 6.25 15.97 72.22 5.56 Multi 61 1.16 9.84 75.41 14.75 Not Provided 14 0.27 35.71 50.00 14.29 Special Ed. Special Ed. 1176 22.39 4.00 18.37 72.62 5.02 Non-Special Ed. 4077 77.61 2.11 9.54 75.62 12.73




10 All Students All Students 3282 100.00 4.42 20.93 64.50 10.15 Gender Female 1453 44.27 2.75 20.44 66.96 9.84 Male 1827 55.67 5.75 21.35 62.51 10.40 Not Provided 2 0.06 100.00 Primary Language Spanish 1869 56.95 3.69 19.42 67.68 9.20 Russian 86 2.62 1.16 18.60 69.77 10.47 Vietnamese 153 4.66 7.19 20.92 57.52 14.38 Somali 102 3.11 5.88 26.47 56.86 10.78 Ukrainian 38 1.16 5.26 23.68 57.89 13.16 Chinese 93 2.83 5.38 18.28 54.84 21.51 Korean 62 1.89 9.68 62.90 27.42 Tagalog 81 2.47 1.23 19.75 71.60 7.41 Other 770 23.46 6.23 25.19 59.35 9.22 Not Provided 28 0.85 7.14 25.00 67.86 Ethnicity Native American 44 1.34 6.82 11.36 72.73 9.09 Asian 633 19.29 6.48 20.85 58.45 14.22 Black 264 8.04 4.55 23.11 59.47 12.88 Hispanic 1882 57.34 3.72 19.77 67.27 9.25 White 282 8.59 2.84 23.40 64.54 9.22 Hawaiian 100 3.05 7.00 32.00 60.00 1.00 Multi 53 1.61 5.66 24.53 62.26 7.55 Not Provided 24 0.73 4.17 25.00 70.83 Special Ed. Special Ed. 607 18.49 3.79 27.35 64.91 3.95 Non-Special Ed. 2675 81.51 4.56 19.48 64.41 11.55



11 All Students All Students 2800 100.00 3.36 22.79 60.96 12.89 Gender Female 1262 45.07 2.85 23.85 61.41 11.89 Male 1538 54.93 3.77 21.91 60.60 13.72 Primary Language Spanish 1534 54.79 3.26 22.75 63.95 10.04 Russian 84 3.00 2.38 13.10 63.10 21.43 Vietnamese 125 4.46 1.60 27.20 53.60 17.60 Somali 97 3.46 4.12 34.02 51.55 10.31 Ukrainian 30 1.07 16.67 56.67 26.67 Chinese 112 4.00 3.57 14.29 58.93 23.21 Korean 68 2.43 2.94 5.88 57.35 33.82 Tagalog 61 2.18 21.31 63.93 14.75 Other 668 23.86 4.34 25.15 56.89 13.62 Not Provided 21 0.75 4.76 23.81 71.43 Ethnicity Native American 24 0.86 91.67 8.33 Asian 593 21.18 2.70 22.43 57.50 17.37 Black 261 9.32 4.60 25.29 54.41 15.71 Hispanic 1548 55.29 3.29 22.93 63.63 10.14 White 231 8.25 3.03 19.05 57.58 20.35 Hawaiian 77 2.75 5.19 37.66 51.95 5.19 Multi 46 1.64 6.52 13.04 65.22 15.22 Not Provided 20 0.71 5.00 25.00 70.00 Special Ed. Special Ed. 497 17.75 4.02 31.99 59.15 4.83 Non-Special Ed. 2303 82.25 3.21 20.80 61.35 14.63




12 All Students All Students 2359 100.00 3.65 30.52 53.58 12.25 Gender Female 1072 45.44 3.26 31.90 54.57 10.26 Male 1287 54.56 3.96 29.37 52.76 13.91 Primary Language Spanish 1156 49.00 3.37 29.84 56.66 10.12 Russian 65 2.76 4.62 23.08 60.00 12.31 Vietnamese 146 6.19 4.11 32.19 49.32 14.38 Somali 105 4.45 8.57 39.05 42.86 9.52 Ukrainian 24 1.02 29.17 41.67 29.17 Chinese 92 3.90 2.17 25.00 56.52 16.30 Korean 61 2.59 13.11 47.54 39.34 Tagalog 58 2.46 5.17 17.24 60.34 17.24 Other 630 26.71 3.33 34.44 50.32 11.90 Not Provided 22 0.93 13.64 31.82 45.45 9.09 Ethnicity Native American 21 0.89 4.76 14.29 42.86 38.10 Asian 575 24.37 3.48 31.65 47.65 17.22 Black 275 11.66 5.09 32.00 53.45 9.45 Hispanic 1187 50.32 3.37 29.49 57.03 10.11 White 180 7.63 3.89 30.00 50.00 16.11 Hawaiian 66 2.80 1.52 36.36 57.58 4.55 Multi 38 1.61 2.63 36.84 55.26 5.26 Not Provided 17 0.72 11.76 29.41 47.06 11.76 Special Ed. Special Ed. 402 17.04 9.20 42.29 43.78 4.73 Non-Special Ed. 1957 82.96 2.50 28.10 55.60 13.80


Table 253. Subgroup Performance Level Distributions, Oral, Kindergarten


K All Students All Students 16905 100.00 6.50 49.41 39.72 4.37 Gender Female 8312 49.17 6.35 46.58 42.00 5.06 Male 8579 50.75 6.61 52.13 37.56 3.71 Not Provided 14 0.08 28.57 57.14 14.29 Primary Language Spanish 11004 65.09 7.28 53.17 36.78 2.77 Russian 829 4.90 8.81 49.10 37.64 4.46 Vietnamese 687 4.06 4.51 38.86 48.47 8.15 Somali 330 1.95 8.48 50.61 37.88 3.03 Ukrainian 305 1.80 4.59 49.18 43.61 2.62 Chinese 479 2.83 5.01 31.52 51.98 11.48 Korean 225 1.33 3.11 35.11 49.78 12.00 Tagalog 136 0.80 2.21 48.53 43.38 5.88 Other 2803 16.58 4.00 41.31 46.63 8.06 Not Provided 107 0.63 5.61 52.34 35.51 6.54 Ethnicity Native American 163 0.96 4.91 58.28 35.58 1.23 Asian 2554 15.11 4.07 36.06 49.92 9.95 Black 737 4.36 5.83 45.73 43.55 4.88 Hispanic 10966 64.87 7.09 53.28 36.79 2.84 White 1905 11.27 7.19 45.67 41.68 5.46 Hawaiian 241 1.43 4.56 63.49 30.71 1.24 Multi 255 1.51 4.71 35.29 50.59 9.41 Not Provided 84 0.50 7.14 51.19 35.71 5.95 Special Ed. Special Ed. 1144 6.77 15.12 62.59 21.50 0.79 Non-Special Ed. 15761 93.23 5.88 48.45 41.04 4.63

Table 254. Subgroup Performance Level Distributions, Oral, Grade 1






6 All Students All Students 6062 100.00 1.90 14.45 66.25 17.40 Gender Female 2704 44.61 2.11 15.09 67.90 14.90 Male 3356 55.36 1.73 13.92 64.96 19.40 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4114 67.87 1.48 13.27 68.33 16.92 Russian 214 3.53 0.93 10.28 59.35 29.44 Vietnamese 176 2.90 1.70 11.36 67.61 19.32 Somali 175 2.89 4.00 22.29 57.71 16.00 Ukrainian 86 1.42 3.49 12.79 61.63 22.09 Chinese 83 1.37 6.02 15.66 61.45 16.87 Korean 55 0.91 7.27 9.09 61.82 21.82 Tagalog 108 1.78 11.11 72.22 16.67 Other 1038 17.12 2.89 19.75 61.18 16.18 Not Provided 13 0.21 23.08 53.85 23.08 Ethnicity Native American 153 2.52 19.61 64.71 15.69 Asian 701 11.56 3.00 16.26 64.05 16.69 Black 331 5.46 3.93 19.34 59.82 16.92 Hispanic 4111 67.82 1.56 13.28 68.38 16.78 White 531 8.76 3.01 13.75 57.63 25.61 Hawaiian 141 2.33 26.24 67.38 6.38 Multi 84 1.39 1.19 13.10 61.90 23.81 Not Provided 10 0.16 10.00 60.00 30.00 Special Ed. Special Ed. 1250 20.62 2.40 23.36 63.68 10.56 Non-Special Ed. 4812 79.38 1.77 12.14 66.92 19.18



7 All Students All Students 5244 100.00 1.98 12.26 72.96 12.80 Gender Female 2355 44.91 2.08 12.70 72.65 12.57 Male 2888 55.07 1.90 11.91 73.20 12.98 Not Provided 1 0.02 100.00 Primary Language Spanish 3548 67.66 1.47 10.43 76.16 11.95 Russian 155 2.96 8.39 75.48 16.13 Vietnamese 147 2.80 4.76 17.69 63.27 14.29 Somali 137 2.61 6.57 17.52 65.69 10.22 Ukrainian 77 1.47 1.30 7.79 72.73 18.18 Chinese 92 1.75 3.26 18.48 59.78 18.48 Korean 67 1.28 2.99 19.40 58.21 19.40 Tagalog 94 1.79 15.96 70.21 13.83 Other 905 17.26 2.98 17.46 65.41 14.14 Not Provided 22 0.42 13.64 4.55 72.73 9.09 Ethnicity Native American 119 2.27 2.52 12.61 67.23 17.65 Asian 670 12.78 3.73 16.87 63.58 15.82 Black 279 5.32 3.58 19.71 65.95 10.75 Hispanic 3556 67.81 1.43 10.52 76.18 11.87 White 402 7.67 2.74 11.19 69.15 16.92 Hawaiian 144 2.75 2.08 20.83 70.83 6.25 Multi 61 1.16 16.39 60.66 22.95 Not Provided 13 0.25 7.69 7.69 76.92 7.69 Special Ed. Special Ed. 1173 22.37 1.53 16.45 73.15 8.87 Non-Special Ed. 4071 77.63 2.11 11.05 72.91 13.93




8 All Students All Students 4544 100.00 2.22 13.25 66.84 17.69 Gender Female 1959 43.11 2.25 13.58 66.87 17.30 Male 2583 56.84 2.21 12.97 66.86 17.96 Not Provided 2 0.04 50.00 50.00 Primary Language Spanish 2943 64.77 2.17 11.82 68.74 17.26 Russian 143 3.15 0.70 8.39 68.53 22.38 Vietnamese 158 3.48 1.90 15.82 58.86 23.42 Somali 138 3.04 4.35 19.57 62.32 13.77 Ukrainian 70 1.54 1.43 11.43 58.57 28.57 Chinese 79 1.74 2.53 17.72 60.76 18.99 Korean 58 1.28 12.07 10.34 55.17 22.41 Tagalog 87 1.91 14.94 71.26 13.79 Other 845 18.60 1.89 17.04 64.14 16.92 Not Provided 23 0.51 4.35 21.74 52.17 21.74 Ethnicity Native American 97 2.13 8.25 64.95 26.80 Asian 613 13.49 3.59 17.62 60.69 18.11 Black 286 6.29 2.80 17.48 65.03 14.69 Hispanic 2955 65.03 2.13 12.05 68.70 17.12 White 370 8.14 1.89 11.08 64.86 22.16 Hawaiian 146 3.21 0.68 19.86 67.81 11.64 Multi 66 1.45 10.61 62.12 27.27 Not Provided 11 0.24 27.27 54.55 18.18 Special Ed. Special Ed. 994 21.88 1.41 17.20 69.72 11.67 Non-Special Ed. 3550 78.13 2.45 12.14 66.03 19.38







10 All Students All Students 3246 100.00 5.36 18.27 55.88 20.49 Gender Female 1431 44.09 3.98 18.10 59.26 18.66 Male 1813 55.85 6.45 18.37 53.23 21.95 Not Provided 2 0.06 50.00 50.00 Primary Language Spanish 1839 56.65 5.27 15.93 57.69 21.10 Russian 86 2.65 1.16 16.28 65.12 17.44 Vietnamese 152 4.68 9.21 18.42 51.32 21.05 Somali 102 3.14 6.86 18.63 50.98 23.53 Ukrainian 38 1.17 28.95 50.00 21.05 Chinese 93 2.87 5.38 16.13 64.52 13.98 Korean 62 1.91 1.61 16.13 51.61 30.65 Tagalog 81 2.50 14.81 61.73 23.46 Other 767 23.63 6.00 23.99 51.11 18.90 Not Provided 26 0.80 11.54 26.92 53.85 7.69 Ethnicity Native American 43 1.32 2.33 9.30 60.47 27.91 Asian 631 19.44 7.13 21.08 51.03 20.76 Black 267 8.23 4.12 18.35 55.06 22.47 Hispanic 1851 57.02 5.40 16.05 57.59 20.96 White 280 8.63 2.86 21.79 56.07 19.29 Hawaiian 100 3.08 6.00 31.00 55.00 8.00 Multi 52 1.60 1.92 23.08 53.85 21.15 Not Provided 22 0.68 9.09 27.27 59.09 4.55 Special Ed. Special Ed. 601 18.52 3.00 18.80 62.40 15.81 Non-Special Ed. 2645 81.48 5.90 18.15 54.40 21.55



11 All Students All Students 2783 100.00 4.06 16.13 55.80 24.00 Gender Female 1255 45.10 3.27 16.41 58.25 22.07 Male 1528 54.90 4.71 15.90 53.80 25.59 Primary Language Spanish 1521 54.65 4.34 13.81 58.71 23.14 Russian 83 2.98 1.20 10.84 54.22 33.73 Vietnamese 124 4.46 3.23 24.19 46.77 25.81 Somali 97 3.49 4.12 26.80 52.58 16.49 Ukrainian 30 1.08 3.33 10.00 50.00 36.67 Chinese 112 4.02 1.79 18.75 49.11 30.36 Korean 67 2.41 2.99 4.48 59.70 32.84 Tagalog 61 2.19 14.75 59.02 26.23 Other 666 23.93 4.80 19.97 52.10 23.12 Not Provided 22 0.79 4.55 22.73 59.09 13.64 Ethnicity Native American 24 0.86 66.67 33.33 Asian 591 21.24 3.21 19.80 52.12 24.87 Black 261 9.38 4.60 21.46 50.57 23.37 Hispanic 1535 55.16 4.36 14.27 58.44 22.93 White 230 8.26 3.48 11.30 52.17 33.04 Hawaiian 75 2.69 4.00 29.33 54.67 12.00 Multi 46 1.65 6.52 8.70 56.52 28.26 Not Provided 21 0.75 4.76 23.81 61.90 9.52 Special Ed. Special Ed. 498 17.89 3.82 15.86 63.25 17.07 Non-Special Ed. 2285 82.11 4.11 16.19 54.18 25.51




12 All Students All Students 2338 100.00 2.52 23.48 49.27 24.72 Gender Female 1065 45.55 2.54 23.94 51.64 21.88 Male 1273 54.45 2.51 23.10 47.29 27.10 Primary Language Spanish 1141 48.80 2.19 22.52 48.99 26.29 Russian 64 2.74 1.56 15.63 54.69 28.13 Vietnamese 146 6.24 4.79 29.45 43.15 22.60 Somali 106 4.53 4.72 31.13 45.28 18.87 Ukrainian 24 1.03 25.00 41.67 33.33 Chinese 91 3.89 1.10 23.08 52.75 23.08 Korean 61 2.61 11.48 54.10 34.43 Tagalog 58 2.48 1.72 15.52 63.79 18.97 Other 625 26.73 2.88 24.80 49.60 22.72 Not Provided 22 0.94 4.55 36.36 40.91 18.18 Ethnicity Native American 21 0.90 4.76 4.76 47.62 42.86 Asian 572 24.47 2.97 25.70 49.48 21.85 Black 277 11.85 4.33 23.47 51.26 20.94 Hispanic 1171 50.09 2.22 22.63 49.19 25.96 White 179 7.66 1.12 19.55 47.49 31.84 Hawaiian 64 2.74 26.56 54.69 18.75 Multi 37 1.58 32.43 43.24 24.32 Not Provided 17 0.73 5.88 41.18 29.41 23.53 Special Ed. Special Ed. 399 17.07 6.77 31.58 44.61 17.04 Non-Special Ed. 1939 82.93 1.65 21.82 50.23 26.30


Table 266. Subgroup Performance Level Distributions, Productive, Kindergarten


K All Students All Students 16886 100.00 13.31 59.11 24.32 3.26 Gender Female 8301 49.16 11.37 56.99 27.62 4.01 Male 8571 50.76 15.17 61.16 21.14 2.53 Not Provided 14 0.08 28.57 64.29 7.14 Primary Language Spanish 10996 65.12 14.94 62.88 20.65 1.53 Russian 827 4.90 12.45 56.35 27.21 3.99 Vietnamese 684 4.05 10.09 57.16 28.65 4.09 Somali 330 1.95 13.33 63.94 21.82 0.91 Ukrainian 305 1.81 11.80 53.44 31.80 2.95 Chinese 480 2.84 7.29 41.25 39.58 11.88 Korean 226 1.34 7.08 39.82 42.04 11.06 Tagalog 137 0.81 5.11 56.93 32.85 5.11 Other 2796 16.56 9.91 50.50 31.94 7.65 Not Provided 105 0.62 17.14 56.19 20.95 5.71 Ethnicity Native American 162 0.96 16.67 64.20 19.14 Asian 2550 15.10 7.45 48.35 34.75 9.45 Black 737 4.36 11.53 56.31 28.63 3.53 Hispanic 10957 64.89 14.80 62.99 20.64 1.57 White 1903 11.27 12.72 52.92 29.58 4.78 Hawaiian 241 1.43 13.69 66.39 19.92 Multi 254 1.50 12.99 46.85 33.86 6.30 Not Provided 82 0.49 19.51 51.22 24.39 4.88 Special Ed. Special Ed. 1137 6.73 33.25 59.19 7.04 0.53 Non-Special Ed. 15749 93.27 11.87 59.11 25.56 3.45

Table 267. Subgroup Performance Level Distributions, Productive, Grade 1


1 All Students All Students 16154 100.00 1.73 46.70 42.52 9.05 Gender Female 7686 47.58 1.37 40.92 46.07 11.64 Male 8464 52.40 2.07 51.94 39.30 6.70 Not Provided 4 0.02 75.00 25.00 Primary Language Spanish 10711 66.31 1.80 50.71 40.72 6.77 Russian 807 5.00 0.74 40.02 43.00 16.23 Vietnamese 631 3.91 1.43 38.35 47.07 13.15 Somali 340 2.10 2.65 41.18 48.53 7.65 Ukrainian 345 2.14 0.58 35.65 53.91 9.86 Chinese 380 2.35 1.84 24.21 51.32 22.63 Korean 197 1.22 2.54 31.47 48.73 17.26 Tagalog 149 0.92 2.68 36.24 45.64 15.44 Other 2534 15.69 1.78 41.28 44.55 12.39 Not Provided 60 0.37 50.00 40.00 10.00 Ethnicity Native American 164 1.02 0.61 63.41 31.71 4.27 Asian 2163 13.39 1.76 33.29 47.99 16.97 Black 664 4.11 2.11 38.86 49.40 9.64 Hispanic 10612 65.69 1.89 50.72 40.63 6.76 White 1947 12.05 1.18 39.65 45.76 13.41 Hawaiian 283 1.75 63.25 33.92 2.83 Multi 279 1.73 1.08 37.63 49.10 12.19 Not Provided 42 0.26 57.14 33.33 9.52 Special Ed. Special Ed. 1249 7.73 6.24 73.98 17.93 1.84 Non-Special Ed. 14905 92.27 1.36 44.41 44.58 9.65







5 All Students All Students 7465 100.00 2.06 14.47 68.08 15.39 Gender Female 3293 44.11 1.82 12.94 69.69 15.55 Male 4170 55.86 2.25 15.68 66.79 15.28 Not Provided 2 0.03 100.00 Primary Language Spanish 5063 67.82 1.60 13.69 70.08 14.64 Russian 278 3.72 1.08 7.19 71.58 20.14 Vietnamese 241 3.23 0.41 10.37 62.66 26.56 Somali 194 2.60 3.61 19.59 61.34 15.46 Ukrainian 122 1.63 2.46 9.84 65.57 22.13 Chinese 122 1.63 3.28 13.93 65.57 17.21 Korean 69 0.92 5.80 21.74 50.72 21.74 Tagalog 118 1.58 10.17 72.88 16.95 Other 1228 16.45 3.91 19.63 62.46 14.01 Not Provided 30 0.40 10.00 23.33 56.67 10.00 Ethnicity Native American 151 2.02 3.31 25.17 66.23 5.30 Asian 864 11.57 2.55 15.05 62.15 20.25 Black 389 5.21 3.86 20.05 61.70 14.40 Hispanic 5086 68.13 1.65 13.76 69.92 14.67 White 657 8.80 3.20 11.42 66.67 18.72 Hawaiian 196 2.63 1.53 17.86 69.90 10.71 Multi 98 1.31 2.04 17.35 63.27 17.35 Not Provided 24 0.32 8.33 29.17 50.00 12.50 Special Ed. Special Ed. 1484 19.88 4.38 33.83 56.13 5.66 Non-Special Ed. 5981 80.12 1.49 9.66 71.04 17.81




6 All Students All Students 6062 100.00 2.31 14.38 69.78 13.53 Gender Female 2703 44.59 2.29 12.58 71.00 14.13 Male 3357 55.38 2.32 15.82 68.81 13.05 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4111 67.82 1.65 13.74 72.39 12.21 Russian 216 3.56 2.78 10.65 65.28 21.30 Vietnamese 176 2.90 1.14 9.66 69.32 19.89 Somali 176 2.90 9.09 18.18 61.36 11.36 Ukrainian 86 1.42 2.33 12.79 62.79 22.09 Chinese 83 1.37 2.41 19.28 57.83 20.48 Korean 55 0.91 5.45 7.27 63.64 23.64 Tagalog 108 1.78 0.93 10.19 64.81 24.07 Other 1038 17.12 3.85 18.30 64.26 13.58 Not Provided 13 0.21 23.08 69.23 7.69 Ethnicity Native American 153 2.52 1.96 24.84 62.75 10.46 Asian 700 11.55 2.86 15.43 63.29 18.43 Black 332 5.48 6.93 15.96 64.16 12.95 Hispanic 4107 67.75 1.68 13.78 72.32 12.22 White 534 8.81 3.93 13.48 63.67 18.91 Hawaiian 141 2.33 1.42 14.89 75.89 7.80 Multi 85 1.40 2.35 15.29 62.35 20.00 Not Provided 10 0.16 10.00 80.00 10.00 Special Ed. Special Ed. 1250 20.62 3.04 30.16 61.76 5.04 Non-Special Ed. 4812 79.38 2.12 10.29 71.86 15.73



7 All Students All Students 5237 100.00 2.12 13.94 73.48 10.46 Gender Female 2351 44.89 1.96 12.38 74.05 11.61 Male 2885 55.09 2.25 15.22 73.00 9.53 Not Provided 1 0.02 100.00 Primary Language Spanish 3543 67.65 1.67 12.90 76.09 9.34 Russian 155 2.96 9.68 72.26 18.06 Vietnamese 147 2.81 2.04 14.97 72.11 10.88 Somali 136 2.60 7.35 21.32 62.50 8.82 Ukrainian 77 1.47 1.30 7.79 72.73 18.18 Chinese 93 1.78 4.30 19.35 59.14 17.20 Korean 67 1.28 2.99 16.42 64.18 16.42 Tagalog 94 1.79 6.38 79.79 13.83 Other 903 17.24 3.32 18.16 67.00 11.52 Not Provided 22 0.42 9.09 9.09 68.18 13.64 Ethnicity Native American 117 2.23 2.56 17.95 68.38 11.11 Asian 672 12.83 2.38 16.22 67.41 13.99 Black 278 5.31 5.40 22.30 64.03 8.27 Hispanic 3551 67.81 1.61 12.87 76.23 9.29 White 402 7.68 3.73 11.94 68.41 15.92 Hawaiian 144 2.75 3.47 18.06 71.53 6.94 Multi 60 1.15 8.33 71.67 20.00 Not Provided 13 0.25 15.38 69.23 15.38 Special Ed. Special Ed. 1172 22.38 2.47 23.55 68.77 5.20 Non-Special Ed. 4065 77.62 2.02 11.17 74.83 11.98




8 All Students All Students 4547 100.00 2.49 11.33 70.90 15.28 Gender Female 1963 43.17 2.34 9.27 71.83 16.56 Male 2582 56.78 2.59 12.86 70.26 14.29 Not Provided 2 0.04 50.00 50.00 Primary Language Spanish 2945 64.77 2.55 10.39 72.84 14.23 Russian 143 3.14 0.70 4.90 72.73 21.68 Vietnamese 158 3.47 1.90 13.29 63.29 21.52 Somali 138 3.03 6.52 18.84 65.94 8.70 Ukrainian 71 1.56 1.41 8.45 69.01 21.13 Chinese 78 1.72 1.28 14.10 65.38 19.23 Korean 58 1.28 8.62 8.62 58.62 24.14 Tagalog 87 1.91 8.05 72.41 19.54 Other 845 18.58 1.78 14.44 68.05 15.74 Not Provided 24 0.53 12.50 16.67 50.00 20.83 Ethnicity Native American 98 2.16 15.31 58.16 26.53 Asian 613 13.48 2.94 13.38 65.74 17.94 Black 286 6.29 4.20 16.78 67.48 11.54 Hispanic 2957 65.03 2.50 10.31 72.88 14.31 White 369 8.12 1.90 8.67 69.65 19.78 Hawaiian 146 3.21 0.68 15.75 73.29 10.27 Multi 66 1.45 10.61 69.70 19.70 Not Provided 12 0.26 8.33 25.00 50.00 16.67 Special Ed. Special Ed. 991 21.79 1.82 18.26 72.65 7.27 Non-Special Ed. 3556 78.21 2.67 9.39 70.42 17.52



9 All Students All Students 4090 100.00 5.92 25.65 53.30 15.13 Gender Female 1771 43.30 5.42 26.20 54.15 14.23 Male 2316 56.63 6.30 25.17 52.72 15.80 Not Provided 3 0.07 66.67 33.33 Primary Language Spanish 2440 59.66 5.57 23.65 55.49 15.29 Russian 108 2.64 17.59 58.33 24.07 Vietnamese 132 3.23 9.85 21.97 50.00 18.18 Somali 185 4.52 9.73 37.84 40.54 11.89 Ukrainian 54 1.32 3.70 14.81 64.81 16.67 Chinese 76 1.86 9.21 26.32 50.00 14.47 Korean 66 1.61 3.03 33.33 50.00 13.64 Tagalog 88 2.15 1.14 13.64 61.36 23.86 Other 907 22.18 6.84 31.31 49.50 12.35 Not Provided 34 0.83 2.94 23.53 38.24 35.29 Ethnicity Native American 87 2.13 20.69 60.92 18.39 Asian 651 15.92 7.07 29.03 47.77 16.13 Black 369 9.02 9.49 33.60 46.07 10.84 Hispanic 2455 60.02 5.66 23.46 55.36 15.52 White 324 7.92 4.01 23.15 57.10 15.74 Hawaiian 127 3.11 4.72 34.65 51.97 8.66 Multi 54 1.32 3.70 31.48 50.00 14.81 Not Provided 23 0.56 4.35 26.09 39.13 30.43 Special Ed. Special Ed. 846 20.68 3.43 35.82 52.13 8.63 Non-Special Ed. 3244 79.32 6.57 23.00 53.61 16.83




10 All Students All Students 3217 100.00 3.23 23.13 55.42 18.22 Gender Female 1422 44.20 2.18 21.73 58.72 17.37 Male 1793 55.74 4.07 24.15 52.87 18.91 Not Provided 2 0.06 100.00 Primary Language Spanish 1815 56.42 3.75 20.83 56.86 18.57 Russian 86 2.67 1.16 16.28 63.95 18.60 Vietnamese 152 4.72 3.29 23.68 50.00 23.03 Somali 102 3.17 4.90 29.41 49.02 16.67 Ukrainian 38 1.18 15.79 65.79 18.42 Chinese 92 2.86 1.09 20.65 66.30 11.96 Korean 62 1.93 16.13 53.23 30.65 Tagalog 81 2.52 19.75 59.26 20.99 Other 764 23.75 2.75 29.45 51.44 16.36 Not Provided 25 0.78 12.00 40.00 40.00 8.00 Ethnicity Native American 43 1.34 9.30 74.42 16.28 Asian 629 19.55 2.38 25.60 52.31 19.71 Black 266 8.27 3.01 27.82 51.50 17.67 Hispanic 1829 56.85 3.88 20.83 56.75 18.53 White 280 8.70 1.43 24.64 56.07 17.86 Hawaiian 99 3.08 1.01 33.33 58.59 7.07 Multi 50 1.55 4.00 28.00 48.00 20.00 Not Provided 21 0.65 14.29 38.10 38.10 9.52 Special Ed. Special Ed. 587 18.25 1.87 28.11 58.94 11.07 Non-Special Ed. 2630 81.75 3.54 22.02 54.64 19.81



11 All Students All Students 2779 100.00 2.27 22.92 54.52 20.30 Gender Female 1249 44.94 2.08 21.78 56.53 19.62 Male 1530 55.06 2.42 23.86 52.88 20.85 Primary Language Spanish 1519 54.66 2.90 22.05 55.23 19.82 Russian 83 2.99 14.46 63.86 21.69 Vietnamese 124 4.46 2.42 25.00 47.58 25.00 Somali 96 3.45 3.13 38.54 46.88 11.46 Ukrainian 30 1.08 13.33 50.00 36.67 Chinese 112 4.03 1.79 15.18 54.46 28.57 Korean 67 2.41 1.49 10.45 64.18 23.88 Tagalog 61 2.20 16.39 57.38 26.23 Other 666 23.97 1.35 26.88 53.00 18.77 Not Provided 21 0.76 4.76 23.81 57.14 14.29 Ethnicity Native American 25 0.90 20.00 56.00 24.00 Asian 589 21.19 1.36 22.41 54.16 22.07 Black 260 9.36 1.54 32.69 50.00 15.77 Hispanic 1533 55.16 3.00 22.18 55.12 19.70 White 230 8.28 0.87 15.22 56.96 26.96 Hawaiian 75 2.70 2.67 34.67 52.00 10.67 Multi 47 1.69 19.15 53.19 27.66 Not Provided 20 0.72 5.00 25.00 60.00 10.00 Special Ed. Special Ed. 492 17.70 2.64 31.71 52.24 13.41 Non-Special Ed. 2287 82.30 2.19 21.03 55.01 21.78




12 All Students All Students 2329 100.00 2.06 22.20 55.86 19.88 Gender Female 1067 45.81 1.87 22.40 56.51 19.21 Male 1262 54.19 2.22 22.03 55.31 20.44 Primary Language Spanish 1133 48.65 2.56 20.65 55.34 21.45 Russian 64 2.75 21.88 50.00 28.13 Vietnamese 148 6.35 2.03 22.97 52.03 22.97 Somali 106 4.55 2.83 38.68 48.11 10.38 Ukrainian 24 1.03 25.00 45.83 29.17 Chinese 91 3.91 1.10 12.09 72.53 14.29 Korean 61 2.62 11.48 62.30 26.23 Tagalog 58 2.49 1.72 8.62 75.86 13.79 Other 622 26.71 1.61 25.56 55.14 17.68 Not Provided 22 0.94 4.55 27.27 54.55 13.64 Ethnicity Native American 22 0.94 4.55 18.18 45.45 31.82 Asian 574 24.65 1.39 20.03 60.80 17.77 Black 276 11.85 2.17 31.88 52.54 13.41 Hispanic 1162 49.89 2.58 20.57 55.42 21.43 White 178 7.64 0.56 20.22 52.25 26.97 Hawaiian 64 2.75 1.56 25.00 60.94 12.50 Multi 36 1.55 38.89 36.11 25.00 Not Provided 17 0.73 5.88 29.41 47.06 17.65 Special Ed. Special Ed. 393 16.87 6.87 29.52 50.13 13.49 Non-Special Ed. 1936 83.13 1.08 20.71 57.02 21.18


Table 279. Subgroup Performance Level Distributions, Literacy, Kindergarten


K All Students All Students 16916 100.00 14.17 59.88 21.25 4.70 Gender Female 8324 49.21 12.17 58.45 24.29 5.09 Male 8578 50.71 16.08 61.28 18.31 4.33 Not Provided 14 0.08 35.71 57.14 7.14 Primary Language Spanish 11002 65.04 15.89 63.98 18.40 1.74 Russian 824 4.87 10.44 56.92 26.82 5.83 Vietnamese 685 4.05 9.34 59.85 23.65 7.15 Somali 334 1.97 18.86 61.68 18.56 0.90 Ukrainian 307 1.81 11.07 54.72 29.97 4.23 Chinese 482 2.85 4.36 38.59 31.12 25.93 Korean 225 1.33 4.89 39.56 31.56 24.00 Tagalog 138 0.82 5.07 55.80 27.54 11.59 Other 2814 16.64 12.15 50.60 26.83 10.41 Not Provided 105 0.62 20.00 59.05 18.10 2.86 Ethnicity Native American 165 0.98 30.30 52.12 16.36 1.21 Asian 2556 15.11 7.28 47.38 28.56 16.78 Black 744 4.40 14.65 57.93 23.25 4.17 Hispanic 10965 64.82 15.87 63.92 18.48 1.73 White 1907 11.27 11.43 55.27 27.01 6.29 Hawaiian 241 1.42 18.67 66.39 14.52 0.41 Multi 256 1.51 12.50 51.17 28.52 7.81 Not Provided 82 0.48 20.73 58.54 18.29 2.44 Special Ed. Special Ed. 1140 6.74 33.95 57.19 7.98 0.88 Non-Special Ed. 15776 93.26 12.74 60.08 22.20 4.98

Table 280. Subgroup Performance Level Distributions, Literacy, Grade 1









3 All Students All Students 11898 100.00 2.24 23.74 65.38 8.64 Gender Female 5444 45.76 1.86 20.37 68.35 9.42 Male 6451 54.22 2.56 26.60 62.86 7.98 Not Provided 3 0.03 100.00 Primary Language Spanish 8133 68.36 2.03 24.82 65.88 7.27 Russian 577 4.85 1.21 18.89 67.07 12.82 Vietnamese 390 3.28 0.51 13.85 72.05 13.59 Somali 239 2.01 5.44 30.54 59.41 4.60 Ukrainian 255 2.14 0.78 14.12 72.16 12.94 Chinese 170 1.43 5.29 18.24 56.47 20.00 Korean 118 0.99 19.49 57.63 22.88 Tagalog 130 1.09 1.54 16.92 69.23 12.31 Other 1830 15.38 3.39 24.32 62.30 10.00 Not Provided 56 0.47 7.14 23.21 58.93 10.71 Ethnicity Native American 182 1.53 2.20 33.52 61.54 2.75 Asian 1340 11.26 1.87 16.94 65.00 16.19 Black 499 4.19 5.21 27.05 61.32 6.41 Hispanic 8132 68.35 2.04 24.86 65.84 7.26 White 1271 10.68 2.36 18.17 67.58 11.88 Hawaiian 241 2.03 2.49 33.61 60.58 3.32 Multi 187 1.57 3.21 29.95 56.68 10.16 Not Provided 46 0.39 6.52 26.09 54.35 13.04 Special Ed. Special Ed. 1488 12.51 9.27 57.06 32.39 1.28 Non-Special Ed. 10410 87.49 1.23 18.98 70.10 9.69




4 All Students All Students 10059 100.00 2.32 16.75 69.69 11.24 Gender Female 4627 46.00 1.84 13.94 71.19 13.03 Male 5428 53.96 2.73 19.14 68.40 9.73 Not Provided 4 0.04 25.00 75.00 Primary Language Spanish 6905 68.64 1.94 16.52 71.24 10.30 Russian 417 4.15 1.92 13.67 70.26 14.15 Vietnamese 344 3.42 3.49 12.50 66.57 17.44 Somali 223 2.22 6.28 23.77 60.99 8.97 Ukrainian 199 1.98 1.51 11.56 71.86 15.08 Chinese 133 1.32 3.76 13.53 63.91 18.80 Korean 83 0.83 9.64 62.65 27.71 Tagalog 122 1.21 1.64 9.02 69.67 19.67 Other 1599 15.90 3.44 20.51 64.98 11.07 Not Provided 34 0.34 8.82 85.29 5.88 Ethnicity Native American 164 1.63 2.44 33.54 61.59 2.44 Asian 1147 11.40 2.62 13.08 66.00 18.31 Black 469 4.66 5.97 22.17 63.11 8.74 Hispanic 6931 68.90 1.89 16.56 71.37 10.17 White 969 9.63 3.20 14.14 68.83 13.83 Hawaiian 224 2.23 1.34 25.45 65.63 7.59 Multi 126 1.25 4.76 24.60 55.56 15.08 Not Provided 29 0.29 10.34 86.21 3.45 Special Ed. Special Ed. 1516 15.07 7.65 44.46 46.24 1.65 Non-Special Ed. 8543 84.93 1.37 11.83 73.85 12.95







6 All Students All Students 6073 100.00 3.46 14.26 72.34 9.95 Gender Female 2708 44.59 2.66 10.89 74.19 12.26 Male 3363 55.38 4.07 16.98 70.86 8.09 Not Provided 2 0.03 50.00 50.00 Primary Language Spanish 4122 67.87 2.72 14.46 74.33 8.49 Russian 216 3.56 3.24 10.19 72.22 14.35 Vietnamese 176 2.90 1.14 9.66 74.43 14.77 Somali 176 2.90 9.09 17.05 65.91 7.95 Ukrainian 85 1.40 5.88 8.24 71.76 14.12 Chinese 83 1.37 1.20 16.87 61.45 20.48 Korean 55 0.91 5.45 5.45 67.27 21.82 Tagalog 108 1.78 0.93 9.26 65.74 24.07 Other 1038 17.09 5.97 15.99 66.86 11.18 Not Provided 14 0.23 7.14 7.14 85.71 Ethnicity Native American 153 2.52 7.19 18.30 67.97 6.54 Asian 700 11.53 3.57 12.43 67.14 16.86 Black 333 5.48 8.41 13.21 66.97 11.41 Hispanic 4119 67.82 2.69 14.59 74.14 8.57 White 532 8.76 4.70 13.16 69.55 12.59 Hawaiian 140 2.31 3.57 15.71 72.86 7.86 Multi 85 1.40 4.71 15.29 71.76 8.24 Not Provided 11 0.18 9.09 9.09 81.82 Special Ed. Special Ed. 1248 20.55 7.69 31.01 59.54 1.76 Non-Special Ed. 4825 79.45 2.36 9.93 75.65 12.06



7 All Students All Students 5248 100.00 2.67 13.41 74.75 9.17 Gender Female 2350 44.78 1.74 10.68 75.83 11.74 Male 2897 55.20 3.42 15.60 73.90 7.08 Not Provided 1 0.02 100.00 Primary Language Spanish 3547 67.59 2.06 13.11 77.39 7.44 Russian 155 2.95 10.32 78.06 11.61 Vietnamese 147 2.80 2.04 10.20 74.83 12.93 Somali 136 2.59 6.62 17.65 69.85 5.88 Ukrainian 77 1.47 1.30 7.79 79.22 11.69 Chinese 93 1.77 6.45 11.83 56.99 24.73 Korean 67 1.28 2.99 16.42 55.22 25.37 Tagalog 93 1.77 6.45 73.12 20.43 Other 909 17.32 4.95 15.40 68.65 11.00 Not Provided 24 0.46 4.17 41.67 37.50 16.67 Ethnicity Native American 119 2.27 4.20 22.69 70.59 2.52 Asian 674 12.84 2.97 12.31 66.47 18.25 Black 279 5.32 5.73 19.00 67.03 8.24 Hispanic 3555 67.74 2.05 12.80 77.64 7.51 White 402 7.66 3.98 12.19 72.14 11.69 Hawaiian 144 2.74 6.25 15.28 72.92 5.56 Multi 61 1.16 1.64 11.48 73.77 13.11 Not Provided 14 0.27 57.14 28.57 14.29 Special Ed. Special Ed. 1176 22.41 4.34 24.15 69.64 1.87 Non-Special Ed. 4072 77.59 2.19 10.31 76.23 11.27




8 All Students All Students 4569 100.00 2.36 12.23 73.91 11.49 Gender Female 1971 43.14 2.03 9.03 73.82 15.12 Male 2595 56.80 2.54 14.68 74.07 8.71 Not Provided 3 0.07 66.67 33.33 Primary Language Spanish 2955 64.67 2.27 11.68 76.89 9.17 Russian 143 3.13 0.70 9.09 74.13 16.08 Vietnamese 160 3.50 1.88 9.38 65.63 23.13 Somali 142 3.11 4.93 24.65 62.68 7.75 Ukrainian 71 1.55 1.41 8.45 78.87 11.27 Chinese 78 1.71 7.69 58.97 33.33 Korean 58 1.27 6.90 8.62 62.07 22.41 Tagalog 87 1.90 9.20 70.11 20.69 Other 851 18.63 2.47 14.69 69.21 13.63 Not Provided 24 0.53 16.67 4.17 70.83 8.33 Ethnicity Native American 101 2.21 0.99 16.83 68.32 13.86 Asian 618 13.53 2.59 11.17 65.53 20.71 Black 290 6.35 3.79 17.24 67.93 11.03 Hispanic 2966 64.92 2.19 11.63 76.80 9.37 White 370 8.10 2.70 11.62 71.08 14.59 Hawaiian 145 3.17 2.07 17.93 71.03 8.97 Multi 66 1.44 12.12 80.30 7.58 Not Provided 13 0.28 15.38 7.69 69.23 7.69 Special Ed. Special Ed. 1001 21.91 2.40 22.78 71.83 3.00 Non-Special Ed. 3568 78.09 2.35 9.28 74.50 13.87



9 All Students All Students 4119 100.00 4.88 26.07 64.85 4.20 Gender Female 1783 43.29 4.15 24.28 66.35 5.22 Male 2333 56.64 5.44 27.43 63.69 3.43 Not Provided 3 0.07 33.33 66.67 Primary Language Spanish 2456 59.63 4.48 25.20 67.75 2.57 Russian 108 2.62 0.93 16.67 67.59 14.81 Vietnamese 132 3.20 2.27 22.73 65.15 9.85 Somali 188 4.56 10.64 35.11 52.66 1.60 Ukrainian 54 1.31 3.70 16.67 75.93 3.70 Chinese 77 1.87 3.90 23.38 61.04 11.69 Korean 67 1.63 2.99 13.43 65.67 17.91 Tagalog 88 2.14 1.14 14.77 70.45 13.64 Other 915 22.21 6.45 31.26 57.70 4.59 Not Provided 34 0.83 17.65 79.41 2.94 Ethnicity Native American 88 2.14 1.14 31.82 64.77 2.27 Asian 656 15.93 4.12 26.37 60.37 9.15 Black 373 9.06 9.92 30.29 54.69 5.09 Hispanic 2471 59.99 4.41 25.21 67.71 2.67 White 325 7.89 5.23 22.15 65.85 6.77 Hawaiian 129 3.13 6.20 33.33 58.91 1.55 Multi 54 1.31 3.70 31.48 61.11 3.70 Not Provided 23 0.56 21.74 78.26 Special Ed. Special Ed. 853 20.71 5.04 39.86 53.81 1.29 Non-Special Ed. 3266 79.29 4.84 22.47 67.73 4.96




10 All Students All Students 3259 100.00 2.88 22.31 67.51 7.30 Gender Female 1445 44.34 2.15 19.31 69.41 9.13 Male 1812 55.60 3.48 24.72 65.95 5.85 Not Provided 2 0.06 100.00 Primary Language Spanish 1852 56.83 2.92 21.92 70.30 4.86 Russian 86 2.64 1.16 19.77 65.12 13.95 Vietnamese 152 4.66 2.63 16.45 61.84 19.08 Somali 102 3.13 4.90 32.35 57.84 4.90 Ukrainian 38 1.17 21.05 68.42 10.53 Chinese 92 2.82 2.17 19.57 57.61 20.65 Korean 62 1.90 9.68 66.13 24.19 Tagalog 81 2.49 16.05 74.07 9.88 Other 768 23.57 3.39 25.39 64.06 7.16 Not Provided 26 0.80 7.69 23.08 65.38 3.85 Ethnicity Native American 44 1.35 2.27 15.91 81.82 Asian 630 19.33 2.38 19.68 63.65 14.29 Black 265 8.13 3.40 26.04 63.02 7.55 Hispanic 1867 57.29 2.95 22.17 69.84 5.03 White 281 8.62 1.78 24.91 64.06 9.25 Hawaiian 99 3.04 6.06 23.23 69.70 1.01 Multi 51 1.56 1.96 31.37 54.90 11.76 Not Provided 22 0.68 9.09 18.18 68.18 4.55 Special Ed. Special Ed. 601 18.44 3.00 33.11 62.06 1.83 Non-Special Ed. 2658 81.56 2.86 19.86 68.74 8.54



11 All Students All Students 2791 100.00 2.62 26.98 62.45 7.95 Gender Female 1256 45.00 1.83 26.43 63.61 8.12 Male 1535 55.00 3.26 27.43 61.50 7.82 Primary Language Spanish 1526 54.68 2.56 28.37 64.02 5.05 Russian 84 3.01 1.19 13.10 72.62 13.10 Vietnamese 125 4.48 2.40 26.40 52.00 19.20 Somali 97 3.48 3.09 48.45 44.33 4.12 Ukrainian 30 1.07 20.00 63.33 16.67 Chinese 112 4.01 4.46 13.39 61.61 20.54 Korean 68 2.44 1.47 7.35 70.59 20.59 Tagalog 61 2.19 19.67 68.85 11.48 Other 667 23.90 3.00 27.89 60.57 8.55 Not Provided 21 0.75 4.76 23.81 71.43 Ethnicity Native American 25 0.90 24.00 64.00 12.00 Asian 592 21.21 2.03 21.79 61.99 14.19 Black 261 9.35 3.45 35.25 54.02 7.28 Hispanic 1540 55.18 2.66 28.44 63.96 4.94 White 231 8.28 2.60 17.75 65.80 13.85 Hawaiian 75 2.69 2.67 44.00 50.67 2.67 Multi 47 1.68 4.26 19.15 63.83 12.77 Not Provided 20 0.72 5.00 25.00 70.00 Special Ed. Special Ed. 494 17.70 4.25 44.13 50.00 1.62 Non-Special Ed. 2297 82.30 2.26 23.29 65.13 9.32




12 All Students All Students 2350 100.00 2.77 30.60 60.38 6.26 Gender Female 1072 45.62 2.61 30.41 59.14 7.84 Male 1278 54.38 2.90 30.75 61.42 4.93 Primary Language Spanish 1144 48.68 3.15 29.90 62.94 4.02 Russian 66 2.81 1.52 33.33 54.55 10.61 Vietnamese 149 6.34 2.68 20.81 61.07 15.44 Somali 107 4.55 6.54 49.53 40.19 3.74 Ukrainian 24 1.02 29.17 62.50 8.33 Chinese 92 3.91 2.17 17.39 68.48 11.96 Korean 61 2.60 13.11 70.49 16.39 Tagalog 58 2.47 1.72 17.24 65.52 15.52 Other 627 26.68 1.75 35.57 57.26 5.42 Not Provided 22 0.94 13.64 31.82 50.00 4.55 Ethnicity Native American 21 0.89 4.76 28.57 47.62 19.05 Asian 578 24.60 1.90 27.16 59.52 11.42 Black 278 11.83 3.24 38.85 53.96 3.96 Hispanic 1173 49.91 3.15 29.41 63.51 3.92 White 180 7.66 2.22 32.22 55.00 10.56 Hawaiian 66 2.81 1.52 39.39 59.09 Multi 37 1.57 37.84 62.16 Not Provided 17 0.72 11.76 29.41 52.94 5.88 Special Ed. Special Ed. 398 16.94 9.05 42.46 47.49 1.01 Non-Special Ed. 1952 83.06 1.49 28.18 63.01 7.33


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


Table 292. Classification Accuracy and Consistency Results, Conditional on Performance Level, Listening


K 0.70 0.58 0.39 0.76 0.58 0.69 0.61 0.68 0.58 0.73 0.49 1 0.72 0.61 0.40 0.72 0.45 0.71 0.60 0.71 0.65 0.76 0.57 2 0.71 0.60 0.34 0.68 0.34 0.69 0.57 0.71 0.65 0.72 0.49 3 0.75 0.65 0.34 0.66 0.27 0.68 0.52 0.77 0.74 0.72 0.47 4 0.71 0.59 0.28 0.63 0.20 0.64 0.46 0.72 0.69 0.70 0.46 5 0.72 0.62 0.30 0.64 0.21 0.64 0.45 0.74 0.71 0.72 0.50 6 0.73 0.62 0.29 0.63 0.19 0.64 0.45 0.75 0.72 0.71 0.47 7 0.75 0.65 0.29 0.62 0.17 0.64 0.45 0.77 0.75 0.70 0.44 8 0.73 0.62 0.31 0.63 0.19 0.65 0.47 0.74 0.71 0.72 0.50 9 0.68 0.56 0.29 0.65 0.25 0.65 0.51 0.68 0.63 0.72 0.49 10 0.66 0.54 0.27 0.63 0.20 0.65 0.49 0.65 0.60 0.71 0.49 11 0.67 0.55 0.29 0.63 0.19 0.67 0.52 0.65 0.59 0.73 0.53 12 0.66 0.55 0.29 0.61 0.16 0.69 0.53 0.64 0.59 0.72 0.51


Table 293. Classification Accuracy and Consistency Results, Conditional on Performance Level, Speaking


K 0.86 0.80 0.69 0.85 0.74 0.88 0.84 0.84 0.78 0.84 0.73 1 0.87 0.82 0.70 0.82 0.67 0.87 0.81 0.88 0.84 0.85 0.75 2 0.84 0.77 0.66 0.82 0.69 0.83 0.75 0.82 0.77 0.88 0.81 3 0.84 0.78 0.66 0.82 0.68 0.81 0.72 0.81 0.75 0.90 0.84 4 0.86 0.80 0.69 0.80 0.64 0.85 0.78 0.86 0.82 0.87 0.80 5 0.86 0.80 0.70 0.81 0.66 0.85 0.78 0.85 0.80 0.89 0.84 6 0.87 0.82 0.72 0.81 0.65 0.87 0.81 0.86 0.82 0.89 0.84 7 0.87 0.82 0.73 0.82 0.68 0.87 0.81 0.86 0.81 0.90 0.85 8 0.87 0.82 0.73 0.84 0.71 0.87 0.81 0.85 0.79 0.91 0.87 9 0.87 0.81 0.74 0.88 0.81 0.85 0.80 0.82 0.76 0.92 0.88 10 0.86 0.80 0.72 0.86 0.77 0.85 0.79 0.82 0.75 0.92 0.88 11 0.85 0.80 0.70 0.85 0.74 0.83 0.77 0.81 0.74 0.91 0.87 12 0.85 0.79 0.70 0.84 0.72 0.83 0.76 0.80 0.74 0.91 0.87



Table 294. Classification Accuracy and Consistency Results, Conditional on Performance Level, Reading


K 0.72 0.62 0.39 0.71 0.43 0.78 0.73 0.60 0.49 0.75 0.55 1 0.79 0.70 0.52 0.70 0.36 0.83 0.75 0.75 0.69 0.78 0.62 2 0.77 0.69 0.49 0.58 0.18 0.87 0.82 0.56 0.46 0.80 0.67 3 0.80 0.72 0.55 0.63 0.26 0.85 0.78 0.74 0.67 0.81 0.69 4 0.79 0.70 0.51 0.00 0.81 0.70 0.78 0.73 0.79 0.65 5 0.80 0.72 0.53 0.09 0.81 0.70 0.80 0.75 0.81 0.68 6 0.76 0.67 0.45 0.05 0.79 0.66 0.74 0.69 0.77 0.62 7 0.79 0.70 0.49 0.00 0.12 0.79 0.66 0.78 0.74 0.79 0.66 8 0.79 0.70 0.51 0.00 0.11 0.80 0.66 0.77 0.72 0.81 0.70 9 0.79 0.71 0.52 0.67 0.16 0.84 0.77 0.74 0.67 0.78 0.62 10 0.78 0.70 0.51 0.50 0.15 0.84 0.77 0.73 0.65 0.79 0.63 11 0.78 0.69 0.50 0.00 0.11 0.84 0.77 0.71 0.63 0.78 0.61 12 0.78 0.70 0.50 0.50 0.12 0.86 0.81 0.68 0.59 0.77 0.60


Table 295. Classification Accuracy and Consistency Results, Conditional on Performance Level, Writing


K 0.79 0.71 0.36 0.75 0.51 0.83 0.82 0.27 0.19 0.73 0.50 1 0.82 0.76 0.56 0.64 0.25 0.90 0.87 0.62 0.51 0.82 0.69 2 0.82 0.75 0.58 0.89 0.85 0.71 0.61 0.81 0.67 3 0.82 0.75 0.59 0.43 0.23 0.87 0.80 0.79 0.73 0.81 0.67 4 0.83 0.76 0.57 0.67 0.33 0.83 0.73 0.83 0.80 0.80 0.66 5 0.84 0.77 0.57 0.70 0.38 0.82 0.72 0.85 0.81 0.80 0.65 6 0.83 0.76 0.54 0.69 0.36 0.80 0.69 0.85 0.82 0.78 0.61 7 0.84 0.78 0.54 0.70 0.38 0.79 0.68 0.87 0.84 0.77 0.57 8 0.84 0.78 0.54 0.70 0.39 0.79 0.67 0.87 0.84 0.78 0.61 9 0.82 0.75 0.57 0.76 0.53 0.81 0.74 0.84 0.80 0.78 0.59 10 0.83 0.77 0.56 0.73 0.45 0.81 0.72 0.85 0.82 0.77 0.58 11 0.83 0.76 0.54 0.71 0.41 0.80 0.70 0.85 0.82 0.77 0.57 12 0.82 0.75 0.52 0.71 0.39 0.79 0.69 0.84 0.81 0.75 0.54



Table 296. Classification Accuracy and Consistency Results, Conditional on Performance Level, Comprehension


K 0.79 0.70 0.51 0.76 0.54 0.83 0.78 0.73 0.63 0.77 0.59 1 0.80 0.72 0.56 0.74 0.47 0.85 0.78 0.76 0.69 0.82 0.69 2 0.79 0.71 0.53 0.73 0.44 0.85 0.79 0.71 0.63 0.80 0.67 3 0.83 0.77 0.59 0.71 0.40 0.84 0.76 0.84 0.79 0.81 0.67 4 0.82 0.74 0.53 0.71 0.40 0.77 0.65 0.84 0.81 0.80 0.65 5 0.81 0.74 0.56 0.71 0.39 0.80 0.69 0.82 0.77 0.82 0.71 6 0.79 0.71 0.48 0.70 0.35 0.75 0.62 0.81 0.77 0.79 0.64 7 0.83 0.75 0.52 0.69 0.34 0.76 0.62 0.85 0.82 0.79 0.64 8 0.82 0.74 0.54 0.71 0.38 0.79 0.67 0.83 0.79 0.81 0.68 9 0.80 0.72 0.54 0.74 0.46 0.79 0.70 0.81 0.76 0.80 0.65 10 0.80 0.72 0.54 0.72 0.42 0.82 0.73 0.79 0.74 0.80 0.65 11 0.79 0.71 0.53 0.71 0.39 0.82 0.74 0.77 0.71 0.80 0.65 12 0.79 0.70 0.53 0.72 0.44 0.83 0.76 0.74 0.67 0.80 0.65


Table 297. Classification Accuracy and Consistency Results, Conditional on Performance Level, Oral


K 0.86 0.80 0.67 0.83 0.70 0.88 0.84 0.85 0.80 0.81 0.65 1 0.85 0.79 0.68 0.81 0.65 0.87 0.82 0.84 0.79 0.86 0.78 2 0.83 0.77 0.64 0.79 0.61 0.85 0.79 0.82 0.76 0.86 0.77 3 0.86 0.80 0.64 0.79 0.60 0.82 0.73 0.88 0.84 0.84 0.74 4 0.87 0.81 0.66 0.78 0.58 0.83 0.75 0.89 0.86 0.85 0.74 5 0.86 0.81 0.68 0.79 0.60 0.84 0.76 0.87 0.84 0.87 0.79 6 0.86 0.80 0.66 0.77 0.55 0.84 0.76 0.87 0.83 0.86 0.78 7 0.88 0.83 0.67 0.77 0.56 0.84 0.76 0.89 0.87 0.85 0.75 8 0.87 0.82 0.69 0.79 0.59 0.85 0.78 0.88 0.85 0.87 0.79 9 0.86 0.80 0.70 0.84 0.71 0.85 0.79 0.85 0.81 0.88 0.81 10 0.85 0.79 0.68 0.82 0.67 0.84 0.77 0.84 0.79 0.88 0.81 11 0.84 0.78 0.66 0.80 0.64 0.82 0.75 0.84 0.79 0.88 0.80 12 0.83 0.77 0.65 0.79 0.61 0.84 0.77 0.81 0.75 0.87 0.80 Note. Acc.=Accuracy; Con.=Consistency.


Table 298. Classification Accuracy and Consistency Results, Conditional on Performance Level, Productive


K 0.85 0.78 0.62 0.83 0.71 0.88 0.85 0.77 0.67 0.81 0.66 1 0.86 0.80 0.67 0.76 0.52 0.91 0.88 0.79 0.72 0.85 0.75 2 0.84 0.78 0.65 0.74 0.49 0.89 0.84 0.79 0.72 0.85 0.75 3 0.85 0.79 0.66 0.72 0.45 0.87 0.80 0.85 0.81 0.84 0.74 4 0.87 0.82 0.69 0.76 0.53 0.87 0.80 0.88 0.85 0.85 0.75 5 0.87 0.81 0.69 0.78 0.58 0.86 0.79 0.87 0.84 0.86 0.78 6 0.87 0.81 0.69 0.77 0.55 0.87 0.80 0.87 0.83 0.86 0.78 7 0.88 0.83 0.69 0.77 0.55 0.87 0.80 0.89 0.86 0.85 0.75 8 0.87 0.82 0.70 0.79 0.60 0.86 0.80 0.88 0.84 0.87 0.80 9 0.87 0.81 0.71 0.84 0.73 0.87 0.82 0.86 0.81 0.88 0.81 10 0.86 0.81 0.70 0.82 0.67 0.87 0.81 0.86 0.82 0.88 0.80 11 0.86 0.80 0.68 0.80 0.63 0.86 0.80 0.85 0.80 0.87 0.79 12 0.85 0.79 0.66 0.80 0.63 0.84 0.77 0.85 0.81 0.86 0.77


Table 299. Classification Accuracy and Consistency Results, Conditional on Performance Level, Literacy


K 0.79 0.70 0.49 0.79 0.62 0.84 0.80 0.61 0.49 0.78 0.61 1 0.86 0.80 0.65 0.73 0.44 0.91 0.88 0.78 0.70 0.83 0.72 2 0.84 0.77 0.62 0.76 0.53 0.89 0.86 0.76 0.67 0.83 0.72 3 0.85 0.79 0.67 0.71 0.44 0.89 0.83 0.83 0.78 0.85 0.75 4 0.85 0.79 0.64 0.74 0.48 0.85 0.77 0.86 0.82 0.84 0.73 5 0.86 0.80 0.65 0.73 0.46 0.85 0.77 0.86 0.82 0.85 0.76 6 0.83 0.77 0.59 0.74 0.48 0.81 0.72 0.85 0.81 0.82 0.70 7 0.85 0.79 0.62 0.73 0.46 0.83 0.74 0.86 0.83 0.83 0.71 8 0.85 0.79 0.63 0.73 0.46 0.84 0.74 0.87 0.83 0.84 0.73 9 0.85 0.79 0.65 0.77 0.56 0.87 0.82 0.85 0.80 0.82 0.70 10 0.85 0.79 0.65 0.75 0.49 0.87 0.80 0.85 0.81 0.83 0.71 11 0.84 0.77 0.63 0.74 0.48 0.86 0.80 0.83 0.78 0.82 0.69 12 0.84 0.77 0.62 0.74 0.48 0.87 0.81 0.82 0.77 0.81 0.67 Note. Acc.=Accuracy; Con.=Consistency.


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


Table 300. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Listening



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.91 0.03 0.06 0.85 0.08 0.07 0.94 0.05 0.01 Con. 0.88 0.06 0.06 0.79 0.11 0.11 0.91 0.05 0.05

1 Acc. 0.97 0.01 0.02 0.86 0.06 0.08 0.89 0.08 0.03 Con. 0.95 0.02 0.02 0.81 0.10 0.10 0.84 0.08 0.08

2 Acc. 0.97 0.00 0.02 0.83 0.07 0.10 0.90 0.08 0.03 Con. 0.96 0.02 0.02 0.77 0.11 0.11 0.85 0.07 0.07

3 Acc. 0.99 0.00 0.01 0.87 0.04 0.08 0.89 0.08 0.02 Con. 0.98 0.01 0.01 0.82 0.09 0.09 0.84 0.08 0.08

4 Acc. 0.99 0.00 0.01 0.85 0.05 0.11 0.87 0.10 0.03 Con. 0.98 0.01 0.01 0.79 0.11 0.11 0.82 0.09 0.09

5 Acc. 0.99 0.00 0.01 0.87 0.04 0.09 0.86 0.10 0.04 Con. 0.98 0.01 0.01 0.82 0.09 0.09 0.81 0.10 0.10

6 Acc. 0.99 0.00 0.01 0.86 0.04 0.10 0.88 0.09 0.03 Con. 0.98 0.01 0.01 0.81 0.10 0.10 0.82 0.09 0.09

7 Acc. 0.99 0.00 0.01 0.87 0.04 0.09 0.89 0.09 0.02 Con. 0.99 0.01 0.01 0.82 0.09 0.09 0.84 0.08 0.08

8 Acc. 0.99 0.00 0.01 0.87 0.04 0.09 0.87 0.10 0.03 Con. 0.98 0.01 0.01 0.82 0.09 0.09 0.81 0.09 0.09

9 Acc. 0.97 0.00 0.03 0.83 0.06 0.11 0.87 0.09 0.03 Con. 0.96 0.02 0.02 0.76 0.12 0.12 0.82 0.09 0.09

10 Acc. 0.98 0.00 0.02 0.82 0.06 0.11 0.85 0.11 0.04 Con. 0.97 0.02 0.02 0.76 0.12 0.12 0.79 0.10 0.10

11 Acc. 0.99 0.00 0.01 0.84 0.06 0.11 0.84 0.11 0.04 Con. 0.98 0.01 0.01 0.77 0.11 0.11 0.78 0.11 0.11

12 Acc. 0.99 0.00 0.01 0.83 0.06 0.11 0.85 0.11 0.04 Con. 0.98 0.01 0.01 0.76 0.12 0.12 0.79 0.11 0.11



Table 301. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Speaking



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.97 0.01 0.02 0.92 0.04 0.04 0.97 0.02 0.01 Con. 0.96 0.02 0.02 0.89 0.05 0.05 0.95 0.02 0.02

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 0.03 0.03

2 Acc. 0.98 0.01 0.01 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.97 0.01 0.01 0.90 0.05 0.05 0.90 0.05 0.05

3 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.92 0.05 0.04 Con. 0.98 0.01 0.01 0.91 0.04 0.04 0.88 0.06 0.06

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

5 Acc. 0.99 0.00 0.01 0.94 0.03 0.03 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.92 0.04 0.04 0.90 0.05 0.05

6 Acc. 0.99 0.00 0.00 0.94 0.03 0.03 0.94 0.04 0.03 Con. 0.99 0.00 0.00 0.92 0.04 0.04 0.91 0.05 0.05

7 Acc. 0.99 0.00 0.01 0.94 0.03 0.03 0.94 0.03 0.03 Con. 0.99 0.01 0.01 0.92 0.04 0.04 0.91 0.04 0.04

8 Acc. 0.99 0.00 0.01 0.95 0.02 0.03 0.94 0.03 0.03 Con. 0.99 0.01 0.01 0.93 0.04 0.04 0.91 0.05 0.05

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

10 Acc. 0.98 0.01 0.01 0.94 0.03 0.03 0.94 0.03 0.03 Con. 0.97 0.01 0.01 0.92 0.04 0.04 0.91 0.04 0.04

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

12 Acc. 0.98 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



Table 302. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Reading



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.95 0.01 0.04 0.85 0.08 0.07 0.93 0.05 0.02 Con. 0.92 0.04 0.04 0.79 0.11 0.11 0.89 0.05 0.05

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

2 Acc. 1.00 0.00 0.00 0.86 0.07 0.07 0.90 0.06 0.04 Con. 1.00 0.00 0.00 0.81 0.10 0.10 0.86 0.07 0.07

3 Acc. 1.00 0.00 0.00 0.88 0.05 0.06 0.91 0.05 0.03 Con. 1.00 0.00 0.00 0.84 0.08 0.08 0.88 0.06 0.06

4 Acc. 1.00 0.00 0.00 0.88 0.05 0.07 0.91 0.06 0.03 Con. 1.00 0.00 0.00 0.84 0.08 0.08 0.87 0.07 0.07

5 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.90 0.06 0.04 Con. 1.00 0.00 0.00 0.85 0.07 0.07 0.87 0.07 0.07

6 Acc. 1.00 0.00 0.00 0.87 0.05 0.08 0.89 0.07 0.04 Con. 1.00 0.00 0.00 0.82 0.09 0.09 0.84 0.08 0.08

7 Acc. 1.00 0.00 0.00 0.89 0.04 0.07 0.90 0.07 0.04 Con. 1.00 0.00 0.00 0.85 0.08 0.08 0.85 0.07 0.07

8 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.88 0.07 0.05 Con. 1.00 0.00 0.00 0.86 0.07 0.07 0.84 0.08 0.08

9 Acc. 1.00 0.00 0.00 0.86 0.06 0.07 0.93 0.05 0.02 Con. 1.00 0.00 0.00 0.81 0.09 0.09 0.89 0.05 0.05

10 Acc. 1.00 0.00 0.00 0.87 0.06 0.07 0.92 0.05 0.03 Con. 1.00 0.00 0.00 0.81 0.09 0.09 0.88 0.06 0.06

11 Acc. 1.00 0.00 0.00 0.86 0.07 0.07 0.92 0.05 0.03 Con. 1.00 0.00 0.00 0.80 0.10 0.10 0.88 0.06 0.06

12 Acc. 1.00 0.00 0.00 0.86 0.07 0.07 0.92 0.05 0.02 Con. 1.00 0.00 0.00 0.80 0.10 0.10 0.89 0.05 0.05



Table 303. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Writing



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.90 0.02 0.08 0.92 0.06 0.03 0.95 0.04 0.01 Con. 0.86 0.07 0.07 0.88 0.06 0.06 0.92 0.04 0.04

1 Acc. 1.00 0.00 0.00 0.89 0.06 0.05 0.93 0.04 0.03 Con. 1.00 0.00 0.00 0.85 0.08 0.08 0.90 0.05 0.05

2 Acc. 1.00 0.00 0.00 0.89 0.06 0.06 0.94 0.04 0.02 Con. 1.00 0.00 0.00 0.84 0.08 0.08 0.91 0.05 0.05

3 Acc. 1.00 0.00 0.00 0.89 0.05 0.06 0.93 0.04 0.02 Con. 1.00 0.00 0.00 0.84 0.08 0.08 0.91 0.05 0.05

4 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.93 0.05 0.03 Con. 1.00 0.00 0.00 0.86 0.07 0.07 0.90 0.05 0.05

5 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.93 0.04 0.02 Con. 1.00 0.00 0.00 0.87 0.07 0.07 0.90 0.05 0.05

6 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.94 0.04 0.02 Con. 0.99 0.00 0.00 0.86 0.07 0.07 0.91 0.05 0.05

7 Acc. 1.00 0.00 0.00 0.90 0.04 0.06 0.95 0.04 0.02 Con. 0.99 0.00 0.00 0.86 0.07 0.07 0.93 0.04 0.04

8 Acc. 1.00 0.00 0.00 0.91 0.03 0.05 0.94 0.04 0.02 Con. 0.99 0.00 0.00 0.88 0.06 0.06 0.91 0.05 0.05

9 Acc. 0.98 0.01 0.02 0.89 0.05 0.06 0.96 0.03 0.01 Con. 0.97 0.01 0.01 0.84 0.08 0.08 0.94 0.03 0.03

10 Acc. 0.99 0.00 0.01 0.89 0.05 0.06 0.95 0.03 0.01 Con. 0.99 0.01 0.01 0.85 0.08 0.08 0.93 0.03 0.03

11 Acc. 0.99 0.00 0.01 0.89 0.05 0.06 0.95 0.04 0.01 Con. 0.99 0.01 0.01 0.84 0.08 0.08 0.93 0.04 0.04

12 Acc. 0.99 0.00 0.01 0.88 0.05 0.07 0.95 0.03 0.01 Con. 0.99 0.01 0.01 0.83 0.08 0.08 0.93 0.03 0.03



Table 304. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Comprehension



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.96 0.01 0.03 0.87 0.07 0.06 0.95 0.03 0.02 Con. 0.94 0.03 0.03 0.82 0.09 0.09 0.93 0.04 0.04

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

2 Acc. 0.99 0.00 0.01 0.88 0.06 0.06 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

3 Acc. 1.00 0.00 0.00 0.90 0.04 0.05 0.93 0.04 0.02 Con. 1.00 0.00 0.00 0.86 0.07 0.07 0.91 0.05 0.05

4 Acc. 0.99 0.00 0.01 0.90 0.04 0.06 0.92 0.05 0.03 Con. 0.99 0.01 0.01 0.87 0.07 0.07 0.89 0.05 0.05

5 Acc. 0.99 0.00 0.00 0.91 0.04 0.05 0.91 0.06 0.04 Con. 0.99 0.00 0.00 0.87 0.06 0.06 0.87 0.06 0.06

6 Acc. 0.99 0.00 0.01 0.90 0.04 0.06 0.91 0.06 0.03 Con. 0.99 0.01 0.01 0.85 0.07 0.07 0.87 0.07 0.07

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

8 Acc. 0.99 0.00 0.00 0.91 0.03 0.05 0.91 0.06 0.03 Con. 0.99 0.00 0.00 0.88 0.06 0.06 0.87 0.06 0.06

9 Acc. 0.98 0.00 0.01 0.89 0.05 0.06 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

10 Acc. 0.99 0.00 0.01 0.88 0.05 0.06 0.93 0.05 0.03 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 0.05 0.07 0.92 0.05 0.03 Con. 0.99 0.01 0.01 0.83 0.08 0.08 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 0.05 0.05



Table 305. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Oral



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 0.04 0.98 0.02 0.01 Con. 0.96 0.02 0.02 0.88 0.06 0.06 0.97 0.02 0.02

1 Acc. 0.99 0.00 0.01 0.92 0.04 0.04 0.94 0.04 0.02 Con. 0.99 0.01 0.01 0.89 0.05 0.05 0.91 0.04 0.04

2 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 0.88 0.06 0.06 0.90 0.05 0.05

3 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 0.91 0.05 0.05 0.91 0.05 0.05

4 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.94 0.03 0.02 Con. 0.99 0.01 0.01 0.90 0.05 0.05 0.92 0.04 0.04

5 Acc. 0.99 0.00 0.00 0.94 0.03 0.04 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.91 0.04 0.04 0.91 0.05 0.05

6 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.93 0.04 0.03 Con. 0.99 0.00 0.00 0.91 0.05 0.05 0.90 0.05 0.05

7 Acc. 1.00 0.00 0.00 0.94 0.03 0.04 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.91 0.04 0.04 0.92 0.04 0.04

8 Acc. 0.99 0.00 0.00 0.94 0.03 0.03 0.94 0.04 0.03 Con. 0.99 0.00 0.00 0.92 0.04 0.04 0.91 0.05 0.05

9 Acc. 0.98 0.01 0.01 0.93 0.03 0.04 0.94 0.03 0.02 Con. 0.97 0.01 0.01 0.91 0.05 0.05 0.92 0.04 0.04

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

11 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 0.90 0.05 0.05 0.90 0.05 0.05

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



Table 306. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Productive



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.95 0.02 0.03 0.92 0.04 0.03 0.98 0.02 0.01 Con. 0.93 0.04 0.04 0.89 0.05 0.05 0.96 0.02 0.02

1 Acc. 1.00 0.00 0.00 0.91 0.04 0.04 0.95 0.03 0.02 Con. 1.00 0.00 0.00 0.88 0.06 0.06 0.93 0.04 0.04

2 Acc. 1.00 0.00 0.00 0.91 0.04 0.05 0.94 0.04 0.03 Con. 1.00 0.00 0.00 0.87 0.07 0.07 0.91 0.05 0.05

3 Acc. 1.00 0.00 0.00 0.92 0.04 0.04 0.94 0.04 0.02 Con. 1.00 0.00 0.00 0.89 0.06 0.06 0.91 0.04 0.04

4 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.95 0.03 0.02 Con. 1.00 0.00 0.00 0.90 0.05 0.05 0.93 0.04 0.04

5 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.94 0.04 0.03 Con. 0.99 0.00 0.00 0.91 0.05 0.05 0.91 0.04 0.04

6 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.94 0.04 0.03 Con. 1.00 0.00 0.00 0.90 0.05 0.05 0.91 0.04 0.04

7 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.95 0.03 0.02 Con. 1.00 0.00 0.00 0.90 0.05 0.05 0.93 0.04 0.04

8 Acc. 1.00 0.00 0.00 0.94 0.03 0.03 0.94 0.04 0.03 Con. 0.99 0.00 0.00 0.91 0.04 0.04 0.91 0.04 0.04

9 Acc. 0.98 0.01 0.01 0.93 0.03 0.04 0.95 0.03 0.02 Con. 0.97 0.01 0.01 0.90 0.05 0.05 0.93 0.03 0.03

10 Acc. 0.99 0.00 0.01 0.93 0.03 0.04 0.94 0.03 0.02 Con. 0.98 0.01 0.01 0.90 0.05 0.05 0.92 0.04 0.04

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

12 Acc. 0.99 0.00 0.01 0.92 0.03 0.04 0.94 0.04 0.03 Con. 0.98 0.01 0.01 0.89 0.05 0.05 0.91 0.05 0.05



Table 307. Classification Accuracy and Consistency Results, Conditional on Cutpoint, Literacy



False positive

False negative

% Correct

False positive

False negative

% Correct

False positive

False negative

0 Acc. 0.93 0.02 0.05 0.90 0.06 0.04 0.96 0.03 0.01 Con. 0.90 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. 1.00 0.00 0.00 0.87 0.07 0.07 0.93 0.03 0.03

2 Acc. 0.99 0.00 0.01 0.90 0.05 0.05 0.94 0.03 0.02 Con. 0.99 0.01 0.01 0.86 0.07 0.07 0.92 0.04 0.04

3 Acc. 1.00 0.00 0.00 0.91 0.04 0.05 0.94 0.03 0.02 Con. 1.00 0.00 0.00 0.88 0.06 0.06 0.92 0.04 0.04

4 Acc. 1.00 0.00 0.00 0.92 0.04 0.05 0.94 0.04 0.02 Con. 1.00 0.00 0.00 0.89 0.06 0.06 0.91 0.04 0.04

5 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.93 0.04 0.03 Con. 1.00 0.00 0.00 0.89 0.05 0.05 0.91 0.05 0.05

6 Acc. 0.99 0.00 0.01 0.91 0.04 0.05 0.93 0.04 0.03 Con. 0.99 0.01 0.01 0.87 0.06 0.06 0.90 0.05 0.05

7 Acc. 1.00 0.00 0.00 0.92 0.03 0.05 0.94 0.04 0.02 Con. 0.99 0.00 0.00 0.89 0.06 0.06 0.91 0.05 0.05

8 Acc. 1.00 0.00 0.00 0.93 0.03 0.04 0.93 0.04 0.03 Con. 1.00 0.00 0.00 0.90 0.05 0.05 0.90 0.05 0.05

9 Acc. 0.99 0.00 0.01 0.91 0.05 0.05 0.96 0.03 0.02 Con. 0.98 0.01 0.01 0.87 0.07 0.07 0.94 0.03 0.03

10 Acc. 1.00 0.00 0.00 0.91 0.04 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

11 Acc. 1.00 0.00 0.00 0.90 0.05 0.05 0.94 0.03 0.02 Con. 0.99 0.00 0.00 0.86 0.07 0.07 0.92 0.04 0.04

12 Acc. 1.00 0.00 0.00 0.89 0.05 0.05 0.95 0.03 0.02 Con. 0.99 0.00 0.00 0.85 0.07 0.07 0.93 0.04 0.04



Appendix I Domain-Specific Item Statistics by Grade


Table 308. Item Statistics, Listening, K–1

Item Number

p-value Item-Total Correlation Percent Omit

K 1 K 1 K 1

1 0.68 0.78 0.26 0.26 3.49% 1.61% 2 0.60 0.84 0.44 0.38 3.13% 0.73% 3 0.40 0.55 0.35 0.32 2.60% 0.52% 4 0.61 0.83 0.54 0.51 1.99% 0.44% 5 0.54 0.59 0.27 0.43 1.99% 0.48% 6 0.80 0.92 0.43 0.46 1.38% 0.31% 7 0.72 0.90 0.54 0.49 1.35% 0.33% 8 0.55 0.77 0.49 0.48 1.97% 0.36% 9 0.82 0.96 0.52 0.39 2.31% 0.57% 10 0.79 0.95 0.56 0.44 1.79% 0.38% 11 0.66 0.87 0.53 0.48 1.76% 0.41% 12 0.62 0.81 0.56 0.51 1.50% 0.35% 13 0.66 0.83 0.44 0.42 1.50% 0.38% 14 0.61 0.76 0.37 0.48 1.82% 0.45% 15 0.59 0.83 0.46 0.45 2.60% 0.48% 16 0.54 0.72 0.41 0.38 2.75% 0.72% 17 0.64 0.83 0.41 0.49 3.13% 0.93% 18 0.56 0.80 0.44 0.44 4.45% 1.78% 19 0.60 0.79 0.37 0.44 2.74% 0.65% 20 0.48 0.63 0.30 0.41 5.88% 2.37%

Table 309. Item Statistics, Listening, 2–3

Item Number


2 3 2 3 2 3

1 0.89 0.92 0.38 0.38 0.41% 0.24% 2 0.40 0.51 0.29 0.33 2.42% 0.90% 3 0.84 0.91 0.39 0.39 0.76% 0.57% 4 0.93 0.96 0.35 0.38 0.29% 0.29% 5 0.88 0.94 0.42 0.38 0.76% 0.43% 6 0.92 0.96 0.33 0.36 0.79% 0.51% 7 0.89 0.95 0.44 0.45 0.72% 0.40% 8 0.89 0.93 0.37 0.35 0.31% 0.31% 9 0.96 0.97 0.43 0.42 0.37% 0.32% 10 0.53 0.67 0.39 0.42 0.79% 0.50% 11 0.70 0.78 0.42 0.40 0.66% 0.54% 12 0.49 0.64 0.36 0.42 1.09% 0.61% 13 0.84 0.90 0.44 0.43 0.49% 0.39% 14 0.66 0.73 0.34 0.35 0.56% 0.38% 15 0.66 0.78 0.47 0.47 0.36% 0.31% 16 0.82 0.88 0.40 0.39 0.41% 0.34% 17 0.63 0.73 0.43 0.42 0.60% 0.43% 18 0.62 0.74 0.46 0.47 0.48% 0.39% 19 0.62 0.74 0.40 0.42 0.82% 0.64% 20 N/A N/A N/A N/A N/A N/A


Item Number


4 5 4 5 4 5

1 0.79 0.85 0.38 0.39 0.25% 0.24% 2 0.62 0.67 0.37 0.39 0.30% 0.23% 3 0.54 0.63 0.36 0.38 0.43% 0.31% 4 0.91 0.93 0.36 0.39 0.32% 0.28% 5 0.67 0.69 0.34 0.33 0.34% 0.29% 6 0.81 0.83 0.36 0.34 0.32% 0.37% 7 0.85 0.89 0.44 0.46 0.34% 0.40% 8 0.78 0.82 0.41 0.43 0.36% 0.39% 9 0.83 0.86 0.46 0.47 0.39% 0.41% 10 0.21 0.22 0.13 0.16 0.38% 0.43% 11 0.58 0.64 0.33 0.36 0.38% 0.43% 12 0.72 0.73 0.28 0.33 0.35% 0.40% 13 0.52 0.63 0.31 0.38 0.38% 0.41% 14 0.60 0.64 0.39 0.40 0.46% 0.51% 15 0.72 0.76 0.39 0.40 0.38% 0.40% 16 0.39 0.51 0.36 0.39 0.44% 0.48% 17 0.39 0.42 0.27 0.28 0.48% 0.44% 18 0.64 0.61 0.25 0.21 0.40% 0.49% 19 0.71 0.74 0.42 0.44 0.43% 0.55% 20 0.54 0.59 0.36 0.39 0.59% 0.60%



Item Number


6 7 8 6 7 8 6 7 8 1 0.64 0.66 0.68 0.33 0.33 0.34 0.35% 0.21% 0.37% 2 0.76 0.78 0.79 0.39 0.39 0.42 0.00% 0.21% 0.37% 3 0.34 0.35 0.35 0.23 0.24 0.24 0.00% 0.17% 0.39% 4 0.59 0.57 0.56 0.30 0.28 0.27 0.30% 0.21% 0.35% 5 0.80 0.80 0.79 0.33 0.34 0.36 0.26% 0.19% 0.35% 6 0.40 0.47 0.51 0.32 0.32 0.36 0.30% 0.17% 0.33% 7 0.93 0.93 0.94 0.36 0.33 0.38 0.30% 0.21% 0.37% 8 0.52 0.58 0.63 0.36 0.36 0.38 0.26% 0.25% 0.42% 9 0.49 0.48 0.47 0.34 0.34 0.36 0.35% 0.23% 0.35% 10 0.63 0.69 0.72 0.39 0.38 0.40 0.00% 0.25% 0.35% 11 0.53 0.54 0.54 0.24 0.25 0.23 0.30% 0.23% 0.37% 12 0.60 0.63 0.65 0.36 0.36 0.38 0.35% 0.27% 0.35% 13 0.38 0.40 0.43 0.21 0.21 0.24 0.35% 0.23% 0.42% 14 0.75 0.77 0.80 0.35 0.33 0.35 0.33% 0.21% 0.37% 15 0.72 0.75 0.76 0.44 0.42 0.43 0.30% 0.27% 0.44% 16 0.67 0.66 0.65 0.29 0.29 0.32 0.39% 0.19% 0.42% 17 0.68 0.70 0.72 0.45 0.45 0.48 0.39% 0.25% 0.44% 18 0.57 0.59 0.64 0.34 0.33 0.34 0.41% 0.23% 0.33% 19 0.63 0.67 0.70 0.35 0.36 0.39 0.48% 0.36% 0.35% 20 0.46 0.47 0.50 0.20 0.23 0.26 0.46% 0.29% 0.37% 21 0.63 0.67 0.70 0.30 0.32 0.30 0.43% 0.27% 0.42% 22 0.85 0.86 0.86 0.40 0.41 0.39 0.48% 0.25% 0.42% 23 0.86 0.87 0.89 0.39 0.38 0.39 0.54% 0.40% 0.48%


Item Number


9 10 11 12 9 10 11 12 9 10 11 12 1 0.78 0.80 0.82 0.82 0.39 0.37 0.35 0.39 0.58% 0.33% 0.32% 0.97% 2 0.78 0.82 0.85 0.83 0.51 0.45 0.44 0.44 0.67% 0.42% 0.32% 0.93% 3 0.74 0.75 0.78 0.75 0.41 0.44 0.44 0.44 0.50% 0.30% 0.36% 0.97% 4 0.56 0.58 0.61 0.59 0.36 0.38 0.36 0.33 0.60% 0.24% 0.32% 0.97% 5 0.66 0.64 0.66 0.65 0.40 0.35 0.33 0.35 0.50% 0.30% 0.32% 0.97% 6 0.53 0.54 0.57 0.56 0.35 0.35 0.35 0.34 0.48% 0.30% 0.28% 0.89% 7 0.91 0.93 0.94 0.94 0.46 0.38 0.39 0.38 0.55% 0.33% 0.25% 0.89% 8 0.75 0.76 0.77 0.77 0.34 0.27 0.28 0.24 0.55% 0.48% 0.32% 0.84% 9 0.90 0.92 0.93 0.94 0.49 0.42 0.41 0.4 0.58% 0.33% 0.25% 0.80% 10 0.59 0.59 0.60 0.56 0.41 0.38 0.41 0.4 0.53% 0.39% 0.28% 0.93% 11 0.62 0.64 0.64 0.64 0.37 0.34 0.36 0.34 0.60% 0.36% 0.28% 0.97% 12 0.67 0.69 0.73 0.73 0.36 0.35 0.37 0.36 0.58% 0.39% 0.32% 0.84% 13 0.47 0.52 0.55 0.58 0.36 0.43 0.42 0.38 0.55% 0.45% 0.36% 0.84% 14 0.38 0.36 0.34 0.33 0.24 0.25 0.26 0.25 0.50% 0.30% 0.32% 0.89% 15 0.25 0.26 0.26 0.28 0.17 0.21 0.23 0.27 0.58% 0.33% 0.43% 0.97% 16 0.35 0.36 0.35 0.34 0.25 0.26 0.27 0.27 0.58% 0.42% 0.32% 0.84% 17 0.42 0.45 0.49 0.48 0.34 0.34 0.3 0.35 0.62% 0.39% 0.32% 0.97% 18 0.44 0.49 0.54 0.55 0.34 0.38 0.37 0.39 0.60% 0.39% 0.46% 0.93% 19 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 20 0.30 0.30 0.32 0.33 0.21 0.23 0.26 0.27 0.72% 0.45% 0.43% 0.84% 21 0.63 0.67 0.68 0.72 0.27 0.28 0.29 0.31 0.67% 0.45% 0.43% 0.89% 22 0.50 0.54 0.54 0.54 0.22 0.26 0.23 0.25 0.72% 0.45% 0.43% 0.84% 23 0.47 0.51 0.51 0.51 0.37 0.39 0.37 0.34 0.82% 0.45% 0.46% 0.89%


Table 313. Item Statistics, Speaking, K–1

Item Number


K 1 K 1 K 1

1 0.90 0.96 0.56 0.43 0.21% 0.19% 2 0.74 0.85 0.52 0.44 0.27% 0.22% 3 0.85 0.94 0.60 0.47 0.36% 0.26% 4 0.93 0.97 0.52 0.43 0.31% 0.24% 5 0.96 0.99 0.39 0.32 0.29% 0.22% 6 0.94 0.97 0.39 0.27 0.28% 0.22% 7 0.88 0.95 0.56 0.46 0.37% 0.28% 8 0.66 0.80 0.82 0.75 0.51% 0.28% 9 0.53 0.70 0.78 0.73 0.47% 0.28% 10 0.67 0.80 0.82 0.77 0.54% 0.33% 11 0.69 0.82 0.81 0.74 0.57% 0.39% 12 0.59 0.71 0.79 0.73 0.55% 0.28% 13 0.58 0.73 0.80 0.75 0.49% 0.31% 14 N/A 0.78 N/A 0.78 N/A 0.64% 15 N/A 0.71 N/A 0.76 N/A 0.67% 16 N/A 0.64 N/A 0.71 N/A 0.79% 17 N/A 0.71 N/A 0.76 N/A 0.85% 18 0.49 0.63 0.80 0.74 1.83% 1.14%

Table 314. Item Statistics, Speaking, 2–3

Item Number


2 3 2 3 2 3

1 0.96 0.97 0.45 0.47 0.21% 0.18% 2 0.74 0.83 0.48 0.47 0.28% 0.19% 3 0.94 0.96 0.45 0.47 0.30% 0.28% 4 0.87 0.93 0.47 0.46 0.29% 0.23% 5 0.49 0.64 0.36 0.36 0.36% 0.24% 6 0.93 0.94 0.30 0.31 0.23% 0.21% 7 0.58 0.70 0.36 0.38 0.30% 0.29% 8 0.81 0.86 0.74 0.73 0.54% 0.49% 9 0.76 0.82 0.69 0.69 0.33% 0.31% 10 0.89 0.92 0.72 0.72 0.32% 0.24% 11 0.89 0.92 0.74 0.74 0.48% 0.32% 12 0.77 0.83 0.75 0.73 0.62% 0.62% 13 0.74 0.80 0.73 0.72 0.34% 0.30% 14 0.82 0.86 0.76 0.76 0.37% 0.29% 15 0.84 0.87 0.77 0.76 0.42% 0.34% 16 0.81 0.86 0.77 0.75 0.39% 0.34% 17 0.71 0.79 0.69 0.70 0.47% 0.48% 18 0.70 0.75 0.73 0.71 1.27% 1.29%


Item Number


4 5 4 5 4 5

1 0.98 0.98 0.29 0.33 0.20% 0.21% 2 0.88 0.90 0.47 0.50 0.24% 0.28% 3 0.96 0.96 0.40 0.44 0.33% 0.39% 4 0.83 0.85 0.39 0.42 0.28% 0.28% 5 0.53 0.61 0.38 0.37 0.40% 0.35% 6 0.73 0.75 0.41 0.43 0.33% 0.29% 7 0.32 0.40 0.30 0.31 0.51% 0.49% 8 0.91 0.92 0.54 0.61 0.42% 0.40% 9 0.93 0.94 0.54 0.59 0.34% 0.35% 10 0.56 0.66 0.78 0.80 0.65% 0.60% 11 0.57 0.65 0.79 0.79 0.64% 0.56% 12 0.62 0.68 0.76 0.77 0.82% 0.65% 13 0.64 0.70 0.75 0.77 0.48% 0.45% 14 0.65 0.72 0.83 0.83 0.49% 0.41% 15 0.64 0.72 0.83 0.82 0.77% 0.72% 16 0.67 0.72 0.79 0.79 0.49% 0.47% 17 0.73 0.77 0.79 0.80 0.48% 0.51% 18 0.75 0.76 0.70 0.73 0.89% 0.84%



Item Number


6 7 8 6 7 8 6 7 8 1 0.98 0.98 0.97 0.47 0.48 0.52 0.16% 0.25% 0.42% 2 0.98 0.98 0.98 0.41 0.42 0.45 0.15% 0.23% 0.39% 3 0.96 0.95 0.95 0.47 0.52 0.58 0.25% 0.32% 0.48% 4 0.79 0.81 0.82 0.47 0.48 0.51 0.26% 0.32% 0.53% 5 0.70 0.76 0.78 0.43 0.46 0.52 0.13% 0.29% 0.44% 6 0.38 0.43 0.54 0.33 0.35 0.38 0.25% 0.34% 0.48% 7 0.64 0.68 0.68 0.43 0.45 0.46 0.26% 0.32% 0.50% 8 0.84 0.85 0.87 0.69 0.72 0.74 0.64% 0.55% 0.79% 9 0.88 0.89 0.89 0.68 0.69 0.73 0.30% 0.38% 0.59% 10 0.77 0.78 0.80 0.83 0.84 0.84 0.30% 0.36% 0.48% 11 0.77 0.79 0.81 0.82 0.84 0.85 0.31% 0.38% 0.53% 12 0.82 0.83 0.84 0.79 0.79 0.80 0.72% 0.67% 0.81% 13 0.82 0.83 0.84 0.78 0.80 0.82 0.35% 0.36% 0.50% 14 0.76 0.78 0.80 0.81 0.82 0.83 0.49% 0.42% 0.57% 15 0.75 0.77 0.79 0.83 0.83 0.84 0.35% 0.42% 0.53% 16 0.80 0.81 0.82 0.78 0.80 0.80 1.28% 0.93% 1.23% 17 0.77 0.77 0.81 0.73 0.73 0.74 0.46% 0.63% 0.59% 18 0.76 0.76 0.78 0.76 0.77 0.78 0.94% 1.22% 1.29%


Item Number


9 10 11 12 9 10 11 12 9 10 11 12 1 0.93 0.95 0.96 0.97 0.58 0.48 0.46 0.45 0.34% 0.37% 0.21% 0.97% 2 0.88 0.91 0.93 0.95 0.67 0.63 0.58 0.53 0.34% 0.34% 0.18% 0.93% 3 0.96 0.98 0.98 0.98 0.48 0.41 0.42 0.37 0.48% 0.46% 0.29% 1.01% 4 0.96 0.98 0.98 0.98 0.46 0.36 0.39 0.4 0.46% 0.34% 0.25% 0.93% 5 0.30 0.35 0.35 0.36 0.30 0.32 0.29 0.31 0.58% 0.43% 0.43% 1.23% 6 0.50 0.50 0.50 0.49 0.43 0.36 0.33 0.34 0.60% 0.43% 0.39% 1.06% 7 0.07 0.10 0.11 0.13 0.18 0.20 0.19 0.22 0.60% 0.49% 0.46% 1.23% 8 0.87 0.89 0.90 0.91 0.79 0.74 0.71 0.68 0.60% 0.49% 0.32% 1.01% 9 0.84 0.87 0.89 0.89 0.81 0.76 0.76 0.7 0.63% 0.52% 0.25% 1.06% 10 0.77 0.80 0.83 0.84 0.89 0.87 0.83 0.82 0.58% 0.49% 0.32% 1.06% 11 0.78 0.81 0.84 0.85 0.89 0.87 0.84 0.82 0.63% 0.37% 0.39% 1.01% 12 0.76 0.79 0.81 0.82 0.85 0.82 0.8 0.78 0.99% 0.61% 0.46% 1.39% 13 0.60 0.65 0.69 0.72 0.78 0.76 0.75 0.75 0.77% 0.52% 0.39% 1.18% 14 0.68 0.71 0.73 0.75 0.86 0.86 0.84 0.83 0.68% 0.49% 0.39% 1.10% 15 0.69 0.72 0.74 0.76 0.87 0.85 0.85 0.84 0.70% 0.52% 0.43% 1.06% 16 0.69 0.72 0.75 0.77 0.84 0.83 0.8 0.82 1.38% 1.19% 0.96% 1.27% 17 0.68 0.72 0.75 0.76 0.84 0.84 0.81 0.82 0.72% 0.58% 0.39% 1.01% 18 0.74 0.77 0.79 0.79 0.84 0.81 0.79 0.78 1.71% 1.38% 1.14% 1.90%


Table 318. Item Statistics, Reading, K–1

Item Number


K 1 K 1 K 1

1 0.40 0.58 0.35 0.40 6.50% 3.92% 2 0.86 0.94 0.36 0.27 4.11% 1.75% 3 0.80 0.84 0.35 0.25 5.14% 2.02% 4 0.62 0.88 0.45 0.37 3.24% 0.94% 5 0.49 0.71 0.31 0.42 4.19% 1.41% 6 0.62 0.93 0.53 0.44 3.27% 0.81% 7 0.63 0.93 0.57 0.43 3.00% 0.65% 8 0.60 0.93 0.56 0.45 3.07% 0.81% 9 0.67 0.94 0.52 0.41 2.71% 0.71% 10 0.58 0.91 0.50 0.43 2.48% 0.60% 11 0.62 0.88 0.35 0.45 3.00% 0.76% 12 0.61 0.82 0.33 0.43 3.89% 1.21% 13 0.47 0.78 0.41 0.45 11.09% 2.07% 14 0.45 0.83 0.45 0.45 11.55% 1.45% 15 0.48 0.68 0.31 0.41 12.27% 1.46% 16 0.38 0.63 0.23 0.51 13.16% 1.62% 17 0.49 0.58 0.32 0.25 12.84% 1.45% 18 0.43 0.85 0.51 0.46 19.47% 2.95% 19 0.33 0.72 0.45 0.49 14.43% 2.14% 20 0.51 0.77 0.44 0.40 16.96% 3.45% 21 0.36 0.69 0.30 0.48 14.00% 2.34% 22 0.29 0.65 0.39 0.50 22.96% 4.60% 23 N/A 0.61 N/A 0.51 N/A 3.11% 24 N/A 0.58 N/A 0.51 N/A 4.02% 25 N/A 0.44 N/A 0.50 N/A 3.76% 26 N/A 0.54 N/A 0.28 N/A 4.12% 27 N/A 0.80 N/A 0.32 N/A 4.26% 28 N/A 0.76 N/A 0.29 N/A 4.26% 29 N/A 0.65 N/A 0.48 N/A 3.32% 30 N/A 0.70 N/A 0.34 N/A 3.83%

Table 319. Item Statistics, Reading, 2–3

Item Number


2 3 2 3 2 3

1 0.53 0.62 0.40 0.42 0.36% 0.20% 2 0.53 0.63 0.26 0.28 1.62% 0.89% 3 0.66 0.82 0.44 0.51 1.19% 0.68% 4 0.58 0.74 0.42 0.45 0.73% 0.46% 5 0.40 0.59 0.43 0.50 1.61% 0.71% 6 0.63 0.76 0.47 0.48 1.49% 0.78% 7 0.67 0.79 0.40 0.48 0.96% 0.66% 8 0.59 0.73 0.51 0.49 1.14% 0.75% 9 0.58 0.67 0.39 0.39 1.49% 0.89% 10 0.37 0.51 0.29 0.34 2.07% 1.28% 11 0.62 0.80 0.54 0.58 1.96% 1.31% 12 0.66 0.83 0.54 0.57 2.02% 1.23% 13 0.51 0.65 0.40 0.45 2.27% 1.32% 14 0.65 0.80 0.55 0.53 2.10% 1.21% 15 0.47 0.63 0.39 0.48 2.77% 1.44% 16 0.59 0.66 0.38 0.40 1.97% 1.10% 17 0.47 0.62 0.40 0.45 2.22% 1.07% 18 0.35 0.37 0.17 0.20 2.66% 1.42% 19 0.33 0.52 0.29 0.45 2.02% 0.97% 20 0.45 0.56 0.36 0.40 2.20% 1.08% 21 0.43 0.56 0.39 0.40 2.09% 1.01% 22 0.52 0.67 0.46 0.47 2.42% 1.18% 23 0.47 0.61 0.31 0.38 2.27% 1.45% 24 0.42 0.55 0.28 0.36 2.82% 1.26% 25 0.59 0.74 0.49 0.52 3.05% 1.67% 26 0.72 0.82 0.47 0.47 2.64% 1.50% 27 0.39 0.52 0.39 0.45 2.98% 1.66% 28 0.46 0.56 0.29 0.35 3.23% 1.89% 29 0.45 0.62 0.49 0.48 13.31% 10.42% 30 0.75 0.85 0.42 0.49 2.82% 1.46%



Item Number


4 5 4 5 4 5

1 0.64 0.73 0.47 0.48 0.48% 0.43% 2 0.88 0.91 0.46 0.46 0.49% 0.44% 3 0.65 0.72 0.40 0.42 0.66% 0.59% 4 0.55 0.65 0.43 0.44 0.68% 0.63% 5 0.82 0.86 0.54 0.55 0.73% 0.63% 6 0.49 0.56 0.42 0.43 0.78% 0.68% 7 0.52 0.54 0.35 0.38 0.82% 0.76% 8 0.49 0.54 0.34 0.37 0.92% 0.75% 9 0.49 0.61 0.41 0.47 0.85% 0.69% 10 0.54 0.60 0.39 0.40 0.87% 0.77% 11 0.53 0.61 0.49 0.51 0.82% 0.77% 12 0.72 0.77 0.49 0.50 0.83% 0.73% 13 0.73 0.78 0.57 0.60 0.87% 0.85% 14 0.65 0.72 0.54 0.58 0.94% 0.88% 15 0.53 0.55 0.33 0.34 1.05% 0.96% 16 0.43 0.51 0.39 0.41 1.05% 0.96% 17 0.63 0.71 0.43 0.48 1.02% 0.96% 18 0.18 0.21 0.09 0.14 1.13% 0.99% 19 0.32 0.36 0.22 0.24 1.37% 1.03% 20 0.59 0.65 0.41 0.41 1.47% 1.12% 21 0.60 0.67 0.47 0.48 1.51% 1.12% 22 0.41 0.47 0.32 0.33 1.56% 1.17% 23 0.55 0.67 0.55 0.57 3.23% 2.24% 24 0.10 0.16 0.34 0.38 5.37% 3.64% 25 0.49 0.52 0.36 0.36 1.92% 1.28% 26 0.53 0.59 0.51 0.54 2.12% 1.36% 27 0.29 0.34 0.20 0.24 2.09% 1.48% 28 0.21 0.22 0.03 0.10 2.18% 1.53% 29 0.38 0.52 0.55 0.55 4.18% 2.81% 30 0.08 0.11 0.21 0.23 4.82% 3.18%



Item Number


6 7 8 6 7 8 6 7 8 1 0.85 0.88 0.89 0.39 0.37 0.42 0.25% 0.21% 0.42% 2 0.56 0.59 0.63 0.28 0.29 0.29 0.23% 0.32% 0.42% 3 0.73 0.81 0.86 0.47 0.48 0.50 0.28% 0.30% 0.44% 4 0.74 0.80 0.85 0.43 0.44 0.44 0.26% 0.30% 0.46% 5 0.26 0.33 0.36 0.24 0.30 0.32 0.30% 0.40% 0.48% 6 0.48 0.55 0.61 0.36 0.39 0.40 0.26% 0.34% 0.44% 7 0.25 0.28 0.34 0.25 0.30 0.34 0.31% 0.38% 0.46% 8 0.40 0.46 0.56 0.37 0.42 0.44 0.30% 0.42% 0.48% 9 0.76 0.81 0.84 0.42 0.44 0.46 0.31% 0.40% 0.52% 10 0.63 0.69 0.75 0.42 0.43 0.44 0.35% 0.40% 0.46% 11 0.60 0.68 0.73 0.47 0.47 0.47 0.41% 0.46% 0.59% 12 0.69 0.75 0.79 0.44 0.44 0.43 0.41% 0.44% 0.59% 13 0.42 0.47 0.53 0.38 0.40 0.42 0.46% 0.46% 0.55% 14 0.58 0.64 0.70 0.34 0.38 0.38 0.46% 0.49% 0.55% 15 0.17 0.20 0.25 0.23 0.29 0.32 0.56% 0.53% 0.59% 16 0.19 0.23 0.29 0.21 0.26 0.29 0.54% 0.59% 0.68% 17 0.39 0.42 0.48 0.29 0.31 0.34 0.71% 0.65% 0.70% 18 0.39 0.47 0.52 0.30 0.35 0.37 0.58% 0.65% 0.74% 19 0.49 0.55 0.61 0.38 0.40 0.39 0.43% 0.67% 0.61% 20 0.51 0.58 0.62 0.41 0.43 0.42 0.61% 0.74% 0.63% 21 0.38 0.42 0.47 0.31 0.35 0.35 0.66% 0.78% 0.68% 22 0.53 0.59 0.66 0.43 0.47 0.50 0.86% 1.03% 0.90% 23 0.77 0.81 0.83 0.45 0.44 0.44 1.51% 1.54% 1.49% 24 0.39 0.46 0.53 0.43 0.45 0.46 2.01% 2.19% 2.23% 25 0.59 0.60 0.62 0.23 0.23 0.25 0.99% 1.05% 0.83% 26 0.58 0.62 0.68 0.39 0.43 0.44 0.92% 1.08% 0.92% 27 0.46 0.54 0.62 0.38 0.43 0.48 1.10% 1.16% 0.96% 28 0.38 0.40 0.45 0.18 0.22 0.29 1.22% 1.39% 1.18% 29 0.13 0.19 0.25 0.40 0.42 0.47 2.98% 3.06% 2.88% 30 0.45 0.55 0.61 0.48 0.51 0.51 2.60% 2.79% 2.53%



Item Number


9 10 11 12 9 10 11 12 9 10 11 12 1 0.75 0.77 0.76 0.77 0.34 0.33 0.31 0.32 0.72% 0.27% 0.46% 0.88% 2 0.64 0.67 0.69 0.68 0.43 0.40 0.43 0.42 0.72% 0.24% 0.46% 0.92% 3 0.69 0.74 0.79 0.81 0.54 0.49 0.5 0.5 0.75% 0.33% 0.32% 0.92% 4 0.75 0.80 0.82 0.84 0.51 0.52 0.49 0.45 0.70% 0.30% 0.32% 0.92% 5 0.61 0.66 0.70 0.70 0.36 0.31 0.28 0.31 0.77% 0.49% 0.39% 0.96% 6 0.55 0.60 0.61 0.60 0.40 0.39 0.39 0.38 0.72% 0.42% 0.39% 1.05% 7 0.49 0.54 0.57 0.60 0.33 0.33 0.32 0.31 0.72% 0.46% 0.32% 1.01% 8 0.57 0.62 0.64 0.66 0.32 0.36 0.31 0.31 0.82% 0.52% 0.36% 0.92% 9 0.60 0.64 0.66 0.67 0.54 0.52 0.47 0.5 0.84% 0.46% 0.32% 1.05% 10 0.32 0.37 0.42 0.42 0.30 0.36 0.35 0.37 0.87% 0.49% 0.36% 1.01% 11 0.41 0.43 0.46 0.45 0.31 0.34 0.32 0.35 1.03% 0.58% 0.43% 0.96% 12 0.58 0.62 0.65 0.67 0.52 0.52 0.48 0.48 0.99% 0.49% 0.50% 1.01% 13 0.55 0.60 0.61 0.61 0.42 0.41 0.37 0.36 0.91% 0.52% 0.39% 1.17% 14 0.65 0.71 0.74 0.76 0.51 0.49 0.48 0.49 0.91% 0.52% 0.36% 1.01% 15 0.67 0.72 0.72 0.71 0.38 0.34 0.32 0.36 0.99% 0.58% 0.39% 1.09% 16 0.47 0.53 0.58 0.60 0.42 0.42 0.38 0.38 1.06% 0.64% 0.46% 1.22% 17 0.53 0.57 0.57 0.57 0.38 0.40 0.37 0.38 1.13% 0.70% 0.53% 1.30% 18 0.39 0.40 0.38 0.36 0.16 0.19 0.2 0.2 1.25% 0.76% 0.67% 1.30% 19 0.49 0.56 0.56 0.56 0.30 0.27 0.31 0.34 1.37% 0.73% 0.57% 1.30% 20 0.67 0.70 0.73 0.71 0.48 0.46 0.49 0.47 1.23% 0.55% 0.53% 1.26% 21 0.39 0.43 0.43 0.45 0.24 0.29 0.29 0.32 1.49% 0.88% 0.67% 1.38% 22 0.42 0.44 0.46 0.45 0.26 0.29 0.29 0.28 1.52% 0.79% 0.71% 1.68% 23 0.35 0.43 0.47 0.48 0.41 0.41 0.43 0.46 4.91% 2.97% 2.56% 2.85% 24 0.44 0.47 0.48 0.48 0.38 0.36 0.37 0.35 5.12% 3.37% 2.77% 3.02% 25 0.30 0.34 0.36 0.37 0.42 0.42 0.43 0.42 2.04% 1.09% 0.96% 1.68% 26 0.48 0.53 0.56 0.56 0.40 0.43 0.43 0.41 2.04% 1.00% 0.92% 1.51% 27 0.55 0.60 0.61 0.61 0.45 0.46 0.42 0.39 2.26% 1.18% 0.85% 1.64% 28 0.64 0.70 0.74 0.75 0.49 0.48 0.48 0.5 2.31% 1.33% 0.96% 1.89% 29 0.45 0.53 0.55 0.53 0.52 0.51 0.46 0.45 5.68% 3.58% 2.38% 2.98% 30 0.43 0.49 0.54 0.55 0.54 0.55 0.55 0.54 5.51% 3.79% 2.84% 3.10%


Table 323. Item Statistics, Writing, K–1

Item Number


K 1 K 1 K 1

1 0.93 0.98 0.35 0.18 0.96% 0.31% 2 0.92 0.98 0.37 0.19 1.12% 0.43% 3 0.64 0.81 0.55 0.42 1.39% 0.45% 4 0.85 0.89 0.37 0.27 3.60% 1.30% 5 0.79 0.92 0.48 0.33 6.38% 2.40% 6 0.48 0.79 0.56 0.45 5.60% 1.22% 7 0.19 0.56 0.51 0.52 11.80% 3.37% 8 0.33 0.73 0.54 0.49 7.57% 1.77% 9 0.22 0.57 0.52 0.49 10.01% 2.61% 10 0.21 0.66 0.67 0.76 11.22% 1.84% 11 N/A 0.66 N/A 0.76 N/A 1.53% 12 N/A 0.56 N/A 0.76 N/A 7.19% 13 N/A 0.61 N/A 0.77 N/A 2.05% 14 N/A 0.63 N/A 0.77 N/A 5.81% 15 0.57 0.72 0.37 0.22 N/A 1.08% 16 0.40 0.54 0.21 0.29 9.99% 0.86% 17 0.55 0.87 0.48 0.43 10.24% 0.84% 18 0.67 0.90 0.38 0.37 10.12% 0.76% 19 0.49 0.77 0.45 0.39 10.42% 0.79% 20 0.43 0.68 0.38 0.36 11.13% 1.05%

Table 324. Item Statistics, Writing, 2–3

Item Number


2 3 2 3 2 3

1 0.63 0.71 0.29 0.30 0.79% 0.52% 2 0.48 0.56 0.26 0.25 0.92% 0.55% 3 0.83 0.89 0.37 0.38 1.14% 0.71% 4 0.46 0.52 0.21 0.26 1.40% 0.87% 5 0.21 0.27 0.10 0.17 1.68% 1.01% 6 0.67 0.82 0.37 0.44 1.35% 0.72% 7 0.64 0.80 0.37 0.43 1.94% 0.95% 8 0.56 0.72 0.36 0.43 1.10% 0.56% 9 0.43 0.62 0.33 0.43 1.69% 0.95% 10 0.51 0.71 0.40 0.45 1.42% 0.71% 11 0.75 0.83 0.61 0.61 0.94% 0.65% 12 0.72 0.80 0.70 0.66 0.79% 0.62% 13 0.64 0.75 0.67 0.66 1.66% 1.02% 14 0.74 0.82 0.70 0.68 0.98% 0.79% 15 0.74 0.83 0.71 0.69 0.87% 0.71% 16 0.68 0.77 0.70 0.67 1.62% 0.94% 17 0.61 0.72 0.71 0.70 1.29% 0.87%


Item Number


4 5 4 5 4 5

1 0.80 0.84 0.47 0.47 0.30% 0.44% 2 0.91 0.93 0.50 0.50 0.37% 0.48% 3 0.88 0.89 0.45 0.42 0.44% 0.51% 4 0.67 0.71 0.47 0.48 0.50% 0.52% 5 0.76 0.81 0.46 0.47 0.58% 0.57% 6 0.65 0.71 0.46 0.45 0.64% 0.60% 7 0.70 0.77 0.45 0.47 0.63% 0.67% 8 0.62 0.70 0.46 0.46 0.67% 0.67% 9 0.62 0.71 0.46 0.50 0.72% 0.72% 10 0.82 0.88 0.48 0.47 0.82% 0.69% 11 0.57 0.60 0.59 0.60 1.49% 1.88% 12 0.44 0.50 0.60 0.62 1.39% 1.51% 13 0.47 0.51 0.60 0.60 2.22% 2.35% 14 0.48 0.51 0.55 0.58 1.80% 2.21% 15 0.51 0.55 0.58 0.58 1.55% 2.01% 16 0.46 0.50 0.61 0.62 2.05% 2.48% 17 0.67 0.70 0.68 0.69 1.53% 1.93%



Item Number


6 7 8 6 7 8 6 7 8 1 0.91 0.93 0.95 0.35 0.34 0.35 0.31% 0.32% 0.39% 2 0.86 0.87 0.90 0.37 0.32 0.32 0.36% 0.38% 0.42% 3 0.78 0.82 0.84 0.43 0.41 0.40 0.44% 0.42% 0.42% 4 0.76 0.81 0.84 0.44 0.43 0.45 0.41% 0.40% 0.44% 5 0.68 0.71 0.75 0.39 0.40 0.40 0.44% 0.48% 0.46% 6 0.78 0.81 0.84 0.47 0.49 0.48 0.43% 0.36% 0.48% 7 0.73 0.77 0.81 0.33 0.36 0.33 0.39% 0.42% 0.52% 8 0.66 0.70 0.74 0.34 0.34 0.35 0.39% 0.42% 0.52% 9 0.68 0.71 0.72 0.35 0.33 0.36 0.44% 0.46% 0.55% 10 0.77 0.77 0.78 0.34 0.36 0.35 0.56% 0.49% 0.59% 11 0.54 0.56 0.59 0.59 0.59 0.60 1.71% 1.33% 1.35% 12 0.43 0.48 0.53 0.56 0.57 0.59 1.37% 1.12% 1.14% 13 0.45 0.48 0.50 0.60 0.63 0.61 1.96% 1.56% 1.84% 14 0.53 0.56 0.60 0.62 0.61 0.63 1.58% 1.37% 1.40% 15 0.45 0.50 0.53 0.61 0.62 0.63 1.81% 1.41% 1.60% 16 0.42 0.45 0.48 0.61 0.61 0.62 2.06% 2.09% 1.75% 17 0.68 0.70 0.73 0.67 0.65 0.66 1.83% 1.73% 1.75%


Item Number


9 10 11 12 9 10 11 12 9 10 11 12 1 0.77 0.80 0.82 0.82 0.43 0.39 0.39 0.36 0.75% 0.28% 0.25% 0.93% 2 0.80 0.84 0.84 0.84 0.44 0.42 0.38 0.38 0.68% 0.28% 0.32% 0.98% 3 0.72 0.77 0.77 0.78 0.41 0.41 0.43 0.42 0.73% 0.40% 0.36% 1.02% 4 0.71 0.78 0.81 0.82 0.49 0.45 0.45 0.45 0.70% 0.31% 0.36% 1.02% 5 0.22 0.21 0.21 0.21 0.07 0.05 0.08 0.06 0.80% 0.34% 0.43% 1.02% 6 0.20 0.24 0.25 0.28 0.10 0.21 0.23 0.28 0.87% 0.37% 0.39% 1.06% 7 0.60 0.66 0.69 0.67 0.46 0.46 0.46 0.41 0.95% 0.46% 0.54% 1.10% 8 0.61 0.66 0.69 0.68 0.42 0.42 0.39 0.38 0.95% 0.43% 0.57% 1.06% 9 0.50 0.57 0.59 0.59 0.40 0.43 0.41 0.39 0.92% 0.49% 0.61% 1.10% 10 0.21 0.23 0.24 0.25 0.20 0.20 0.22 0.23 1.02% 0.58% 0.54% 1.15% 11 0.48 0.52 0.53 0.51 0.65 0.63 0.63 0.6 3.61% 2.05% 1.86% 1.91% 12 0.58 0.62 0.64 0.65 0.65 0.61 0.57 0.57 3.08% 1.53% 1.22% 1.61% 13 0.45 0.49 0.50 0.50 0.66 0.64 0.61 0.57 4.97% 2.97% 2.11% 2.25% 14 0.67 0.70 0.72 0.70 0.67 0.64 0.63 0.61 3.64% 2.08% 1.64% 1.70% 15 0.44 0.48 0.49 0.49 0.64 0.65 0.63 0.62 4.27% 2.85% 2.18% 2.63% 16 0.56 0.61 0.63 0.62 0.71 0.69 0.68 0.66 4.56% 3.34% 2.29% 2.59% 17 0.66 0.69 0.71 0.72 0.71 0.69 0.65 0.65 4.53% 3.28% 2.36% 2.37%