Less Than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans

WCER Working Paper No. 2019-3

Tameka Porter, H. Gary Cook, and Narek Sahakyan


May 2019, 16 pp.

ABSTRACT: The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and Communication in English State-to-State for English Language Learners assessment for state monitoring, achievement, and accountability determinations. As a technical reference, the appendix includes tables and statistical programming code used to compute the different methods. The analyses and results provide clear and concise frameworks for approaching accountability criteria and decisions.

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keywords: state accountability systems, ELs, IEPs, 504 Plans, language, missing domain scores, composite score, ACCESS for ELLs, Every Students Succeeds Act, WIDA, z scores, exit criteria, standard setting