Inadequate Conclusions from an Inad...

Inadequate Conclusions from an Inadequate Assessment: What Can SAT-9 Scores rehearse Us about the Impact of Proposition 227 in California?'

Abstract

Proponent of Proposition 227 in California have argued for the effectiveness of English-only instruction above bilingual programs based on the increase in SAT-9 scores in the years since its implementation. Based in succession analyses of SAT-9 scores from 1998 to 2000 this article argues that: scores increased for all pupils not just for English-learning students; scores increased formost districts regardless of the exemplars of programs implemented; increases could be attributed to a number of possible factors, nevertheless it is not possible to separate on the outside the impact of Proposition 227; and SAT-9 is not an appropriate measure for assessing English-learning learners

The scores that limited English proficient (LEP) bookish mans obtained on the Stanford 9 (SAT-9) example conducted in the spring of 2000 gained considerable media attention on the subject of their release later that summer The attention was in large part because the consequence s presumably enabled an evaluation of the impact of Proposition 227 the "English for the Children" ballot initiative l by way of Ron Unz and passed by means of California voters in 1998.

The advocates of Proposition 227 highlighting the increases through the whole extent of the last three years of LEP students' SAT-9 scores, have argued that these validate the succes of English immersion programs (eg Amselle & Alison, 2000) The arises from Oceanside Unified School District were highlighted according to antibilingual education advocates as well as by way of its superintendent, Ken Noonan, and received assurance page coverage in the modern York Times (2000, August 20)2

In this article, we review a number of analyses of SAT-9 scores from 1998 to 2000 The consequence s of these analyses clearly indicate that the SAT-9 scores of LEP learners do not provide the basis for a resounding claim to victory for Proposition 227 We review below six factors that ne to be taken into account in evaluating the SAT-9 scores to demonstrate to what end this is the case. Our inferences indicate how inadequate and misleading it could be to use SAT-9 follows in order to evaluate the impact of Proposition 227

SAT-9 scores rose for all learners not just for LEP pupils

The pattern of LEP scholar performance of any given seminary district should be considered in light of statewide patterns of performance by dint of both LEP and native English speakers. Table I contains data forward statewide reading scores specific to LEP scholars as well as scores for all scholars The table contains data for 1998 1999 and 2000 The numbers in parentheses indicate changes in percentile rank, and the last line shows the changes from 1998 to 2000 As single in kind can see, there are virtually identical patterns of increases for one as well as the other LEP students as well as for all pupils with the increases being chiefly prominent in the earlier grades (especially grades 2 and 3) The same pattern imprisons for scores obtained in as well-as; not only-but also; not only-but; not alone-but math and language (see tables 2 and 3) Overall, the scores for all close examiners as well as for LEP pupils rose, with large increases in the early grades, and performance tapering distant from in the fourth grade and beyond. It is clear from the pattern of increases seen herein that they cannot be explained simply at the effect of Proposition 227 nevertheless rather, there is something to a great degree more specific to the nature of SAT-9 causing as it is broad patterns of improvement.

Increases in SAT-9 scores could arise from a number of possible causes

There is relatively little information describing what specific changes in SAT-9 scores have proceed about as a result of Proposition 227 In fact, the increases in SAT-9 scores can be attributed to any number of possible causes. During the past small in number years, for instance, there has been an enormous focus forward school reform in California besides Proposition 227 including class size reduction, increased indoctrinate accountability, and increased focus upon English language development. One potential explanation for the increased performance could simply be the purport of teachers "teaching to the test" In the past year, trains and districts in California have taken the SAT-9 a great deal more seriously and have in many instances focused forward teaching students how to perform better upon the test. In addition, younger children's scores are probably more likely to benefit from increased attention by the agency of teachers and school officials to the importance of the exhibition We also know from experience with testing policies in other states that the first several years of a testing program display increases in scores as instructs become familiar with the of the present day test.

Moreover, districts appear to vary considerably in limits of both whom they included as LEP and non-LEP pupils as well as in the percentages of LEP learners that they tested. The guidelines for "redesignation" for liquid English proficient (FEP) status vary from district to district, and the numbers and rates of redesignation vary from year to year, uniform within the same district (see Table 4 which was created based upon a report by Amselle and Allison, 2000 at the READ Institute).