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California could soon get a deeper understanding of how students at different stages of learning English are doing in school. A bill currently in the Legislature, Assembly Bill 1868, would require the California Department of Education to report standardized test scores in English language arts, math and science for subgroups of English learners, including long-term English learners, those at risk of becoming long-term English learners, and students who have learned enough English to be reclassified as proficient.

  • Currently, the department collects and reports test scores for English learners as a whole, but not for specific subgroups.
  • Separating the data on subgroups of English learners would give the state and local school districts a better picture of how each group is doing, which would help them provide more targeted support.
  • Teachers and principals and other educators really want the data and tools to making sure that these students are successful.
  • In addition to disaggregating test scores by subgroups of English learners, the bill would also require the department to report how many students are both English learners and have a disability.
  • This would be particularly helpful to separate the scores of those students who have already achieved proficiency in English from others still learning the language.
  • Current accountability system combines reclassified fluent English-proficient students and English learners into a single indicator. It makes it difficult to distinguish the English learners from the long-term English learners and the reclassified fluent English-proficient students.
  • School district leaders want something that will ensure that our multilingual students get the support they deserve.
  • It is important to make sure we’re effectively serving all students and not leaving any students behind, by ensuring educators have the tools to make sure to help the students succeed.
  • No arguments in opposition to the bill have been filed.

More HERE

Related article: California Still Lags In Helping Long-Term English Learners

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