Accounting for Culture and Language Building Appropriate Standards, Assessment and Evaluation Practi

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Accounting for Culture and Language Building
Appropriate Standards, Assessment and Evaluation
Practices for Diverse Populations of Young
Children

• ECEA SCASS at NAEYC PDI
• 800 AM 1000 AM
• June 6, 2005

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Presentation Objectives

• Review current practice in accountability systems
  for early childhood education
• Consider the impact of accountability on children
  of cultural and linguistic diversity
• Reflect on the lessons and challenges presented
  by the implementation of the accountability and
  data disaggregation requirements of No Child Left
  Behind for early childhood education

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Panelists

• Susan Andersen, Iowa State Department of
  Education (IA)
• Lindy Buch, Michigan Department of Education (MI)
• Harriet Egertson, Independent Consultant (CA)
• Mary Louise Jones, Louisiana Department of
  Education (LA)
• Jana Martella, Council of Chief State School
  Officers (DC)
• Tracy Runfola, Council of Chief State School
  Officers (MD)

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Driving with Data

• Who are we and what do we look like?
• Can you fill in the blanks for the nation and for
  your state?

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Characteristics of School Children Nation-wide
NAEP 4th Grade Reading NAEP 4th Grade Math

• White
• Black
• Hispanic
• Asian/Pacific Islander
• Native American
• Economically Disadvantaged
• English Language Learners
• Students with disabilities
• Migrant

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Characteristics of Children aged 0-5 In Your
State
NAEP 4th Grade Reading NAEP 4th Grade Math

• White
• Black
• Hispanic
• Asian/Pacific Islander
• Native American
• Economically Disadvantaged
• English Language Learners
• Students with disabilities
• Migrant

Languages Spoken
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Characteristics of School Children Nation-wide
NAEP 4th Grade Reading 30 NAEP 4th Grade Math
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• White 58.7
• Black 17
• Hispanic 18
• Asian/Pacific Islander 4.3
• Native American 1.2
• Economically Disadvantaged 38.5
• English Language Learners 8.4
• Students with disabilities 14.4
• Migrant 1.2

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Driving with Data
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Questions to Consider

• What are the key considerations in building a
  system of standards and assessment that support
  early learners?
• What are the implications of diverse culture,
  language and economic backgrounds for those
  considerations?

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Work of the ECEA SCASS

• Building a System of Standards to Support
  Successful Early Learners  The Relationship
  Between Early Learning Standards, Program
  Standards, Program Quality Measures and
  Accountability
• Building an Assessment System to Support
  Successful Early Learners

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Building a SYSTEM OF STANDARDS to Support
Successful Early Learners

• Looking at the relationship between
• Early Learning Standards
• Program Standards
• Program Quality Measures
• Accountability

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Building an ASSESSMENT SYSTEM to Support
Successful Early Learners

• Overview 
• The Role of Child Assessment in Program
  Evaluation and Improvement
• Assessing Child Learning and Developmental
  Outcomes
• The Role of Child Assessment in System
  Accountability and Improvement

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Ask the right questions--

• Is there a clear statement of purpose to guide
  the design of the system?
• Does the assessment system match the purpose?
• Does the system avoid punitive processes and
  consequences?

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Test the assessment system first--

• Is there support for research-based programs,
  services, and curriculum based on agreed upon
  outcomes WHICH LEAD TO ?
• Processes to assure continuous improvement WHICH
  ARE INFORMED BY ?
• Assessment systems that provide the right data
  for the right reasons SO THAT ?
• HIGH QUALITY PROGRAMS LEAD TO SUCCESS FOR ALL
  CHILDREN

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• The more any quantitative social indicator is
  used for social decision-making, the more subject
  it will be to corruption pressures and the more
  apt it will be to distort and corrupt the social
  processes it is intended to monitor.
• (Donald Campbell, 1975)

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How to find these resources

• Key Considerations Fact Sheets
• A PowerPoint for Presenters and Policymakers
• A Bibliography of Resources for the Development
  of Early Childhood Standards and Assessment
  Systems
• Glossary of Terms
• PDF of Goal 1 Assessment Booklet
• Chart of program and early learning standards for
  the states
• http//www.ccsso.org/projects/SCASS/Projects/Earl
  y_Childhood_Education_Assessment_Consortium/

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Before the test

• The learning and development of young children

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Multiple factors

• Family Well Being
• Socio-Economic Status
• Parent Health
• Parent Education
• Physical Health
• Pediatric Health Care
• Child Care
• Community and Neighborhood Resources

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Percent of People 5 Years and Over Who Speak a
Language Other Than English At Home
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Family Well Being

• Children living in poverty
• 10 of white children
• 37 of Hispanic children
• 42 of black children
• One in four poor children have at least one
  foreign-born parent.
• Children in single parent homes
• 15 of white children
• 54 of black children
• 27 of Hispanic children

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What Do the Data Show?

• Percent of children under 6 whose parents have
  attained less than a high school diploma
• 36 of Hispanic children
• 17 of black children
• 14 of Native American children
• 6 of Asian children
• 5 of White children
• Early Child Development in Social Context- Child
  Trends Child Health Research, 2004

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• Latino teenagers are more likely than black and
  white teenagers to become pregnant.
• Twice as many Latino youth attempt suicide than
  blacks and whites.
• 300,000 Hispanic children have a parent in
  prison.
• Latino youth have one of the highest drop out
  rates of any other population group--four times
  greater than whites and two times greater than
  blacks.
• Nearly 40 of Hispanic students who drop out do
  so before the 8th grade.
• High school graduation rates have increased with
  each immigrant generation, yet rates of college
  graduation have not.

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Health Care

• In 1996, 13.9 percent of white children had no
  health coverage.
• African-American children 18.8 percent
• For Hispanics, the percentage was 28.9 percent
• Fact Hispanic children are the least likely to
  have health-insurance coverage.
• 73 have no dental insurance.
• Fact A youngster under age 18 is far more likely
  to be without health insurance coverage than a
  person 65 years old or older.

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Child Care

• 61 of all children under age 6 are in some form
  of non parental care
• 23 are in home care provided by a relative
• 6 are in home care provided by a non-relative
• 24 are in center based care
• By Contrast
• 53 of Hispanic children (of any race) ages six
  and under are in parental care exclusively
• 12 of Hispanic children are cared for by a
  non-relative (12)
• 20 of Hispanic children are in a center-based
  program ( 20)

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Preschool

• Head Start Enrollment 30 Hispanic
• 23 of Head Start staff speak a language other
  than English
• Of 822,000 children aged 3-5 enrolled in public
  prek-
• 25 are Hispanic (public elementary school 17)
• 23 Black
• 3 Asian
• 2 American Indian/ Alaska Native
• Of the funds for Prek 80 state or local ed.
  Supplemented with other/federal funds.

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Linguistic Isolation

• 7.4 of all children under 6 live in a household
  where no one over age 14 speaks English very well
  or speaks only English. (Child Trends)
• Asian and Hispanic children are more likely to
  live in linguistically isolated household
• 30 of Asian children under age 6
• 28.4 of Hispanic children under 6
• 1 for non Hispanic white and black children
• According to NCES Hispanic children are less
  likely to be read to or to visit a library
• Only 15 of Hispanic children are read to daily

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Best Practice

• We should expand our awareness about the children
  we assess.
• What inequalities face children before they
  enter?
• If Social background factors do influence school
  success then we must acknowledge them
  particularly in relationship to young children.
• We should become informed about what works and
  what isnt working in culturally and
  linguistically diverse families.

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CALIFORNIA
Migrant 3.6 NAEP 4th Gr. Reading 21 NAEP
4th Gr. Math 25
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Los Angeles Unified School District
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IOWA
Migrant 0.9 NAEP 4th Gr. Reading 35 NAEP
4th Gr. Math 36
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Storm Lake Community School District
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THE MICHIGAN STORY

• The Michigan School Readiness Program
• (MSRP)
• Targeted Prekindergarten Program
• for
• Four-Year-Old Children
• At-Risk of School Failure

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Michigans Services forFour Year Olds

• Approximately 131,000 children
• 60 (79,000) considered at-risk
• 18 (23,000) served by Head Start
• 20 (26,000) served by MSRP
• 7 (9,000) served by ECSE
• 45 /- (58,000) total served
• by public programs 73 of total at-risk children
  are served

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Selected MSRP Risk FactorsSix-Year Average
Percentages1996-2002

• MSRP US
• Low Family Income 63.0
  38.5
• Single Parent Family 39.1
• Lack of Community Resources 28.6
• Family Academic Failure/drop out 28.6
• Unemployed Parent(s) 22.2
• Teen Parent 21.7
• Children with Disabilities/Illness 17.4
  14.4
• Limited English Household (ELL) 10.4
  8.4

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MSRP Students

• 60 White
• 25 Black
• 7 Hispanic
• 2 Asian/Pacific Islander
• 1 American Indian/Alaska Native
• 5 Multiracial/other

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MSRP Languages

• Spanish (with dialects, mostly Mexican)
• Arabic (with dialects)
• Lebanon, Iraq, Iran, Egypt, United Arab Emirates,
  Jordan, Saudi Arabia, Kuwait, Syria, Yemen
• Central/Eastern Europe
• Albania, Romania, Macedonia, Bosnia, Poland,
  Bulgaria
• Africa
• Kenya, Ethiopia, Liberia
• Asia
• India, Bangladesh, Pakistan, China, Japan, Sri
  Lanka, Vietnam

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Language and Cultural Issues

• Translations possible when there is a single
  other dominant language
• Dialects and cultural differences within language
  groups
• Multi-language classrooms teachers report 10
  home languages in a single classroom
• Outreach children who enter K or Grade 1 with
  no previous classroom experience and no English
  familiarity

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Issues Reported by MSRP StaffCommunication with
Families

• Meeting the needs of child and familyfinding
  interpreters in the various languages.
• Immigrant parents have trouble communicating with
  school personnel.
• We have access to the Human Services Department
  Language Bank to help with interpreters if know
  ahead of time that we will need someone.
• When a child becomes ill at school or there is a
  need for immediate communication, we are
  challenged
• Since we have families from so many different
  countries, it is difficult to have resources and
  resource people available in the native
  languages.
• Some parents cannot read in their native
  language, let alone English it becomes very
  difficult to communicate.
• We can translate and even film videos in Spanish
  and Arabic, but we have at least 20 more
  languages represented.

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More MSRP Staff ReportsWorking with Children

• Cant find staff who are bilingual or ESL
  endorsed and have early childhood training.
• Need a solid foundation in the home language AND
  support in English learning.
• Its hard to differentiate a developmental delay
  in a non-English speaking child. Is it a
  language problem, or a need for a special
  education referral?
• Sometimes there are health issues and children
  are not eligible for health insurance.
• This is a new situation for us!

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And MoreCultural Issues

• Food preferences Children wont eat a standard
  American diet, but preferences vary even in the
  Hispanic group.
• Some children are so respectful of adults, they
  do not speak up as expected in our classes.
• It has been wonderful to have the other children
  exposed to another cultureour program is much
  richer.
• A family from Iraqlack of respect for women by
  the male children was difficult for staff to deal
  with.
• Children are kept up late for a late family
  dinner and come to school late or are tired all
  day.
• Parents are afraid the INS will deport them if
  children are enrolled in school, so they may not
  enroll
• A new family from Mexicoand both parents were
  deaf and mute they had a house fireWe were able
  to build bridges with community agencies to get a
  variety of services.
• The immunization record was in Chinese!

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MSRP Evaluation Results
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LA 4 Prekindergarten Program
THE LOUISIANA STORY

• Helping to Close the Educational Gap Between Our
  Children

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Louisianas Students2002-2003 Data
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Early Childhood Facts2003-2004 School Year

• Approximately 67,000 four-year-old children
• Approximately 42,500 of these children are
  at-risk for school failure
• Approximately 27,000 at-risk children are served
  in public school programs, and 7,000 are served
  in Head Start programs
• Approximately 1,400 at-risk children were served
  in the nonpublic ECD program
• Approximately 7,000 at-risk children are not
  served in public programs

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Closing the Gap
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Closing the Gap
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NCLB Adequate Yearly Progress

• Schools must show adequate yearly progress (AYP)
  in making sure that all students achieve academic
  proficiency in order to close the achievement gap
• NCLB requires states to include the academic
  achievement results of all students, including
  ELL students, in AYP calculations
• NCLB requires annual testing in certain grades
  and the disaggregation of data by race,
  socioeconomic status, and other subgroups.

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NCLB Challenges

• ELL students who are new to the U.S. often have a
  difficult time participating in state assessments
  due to language barriers or a lack of schooling
  prior to their arrival.
• Some states have students representing more than
  100 languages, which makes it difficult to
  provide native language assessments for all
  students.

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NCLB Challenges

• Limited English proficient subgroup is a
  classification that changes as a student gains
  language proficiency. Its membership can change
  from year to year with language proficient
  students exiting and new LEP students entering
  each year. Since LEP students exit the subgroup
  once they attain English language proficiency,
  states may have difficulty demonstrating
  improvements on state assessments for this
  student subgroup.

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NCLB Flexibility

• For AYP calculations, states are allowed up to
  two years to include ELL subgroup students who
  have attained English proficiency

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Title III Requirements

• Purpose The major goals of Title III are to help
  ensure that limited-English-proficient (LEP)
  children attain English proficiency and meet the
  same challenging academic content and achievement
  standards that other students are expected to
  meet.

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Title III Requirements cont.

• Local Education Agencies (LEAs) must use Title
  III funds to implement language instruction
  educational programs designed to help LEP
  students achieve standards. The state educational
  agency (SEA), LEAs, and schools are accountable
  for increasing the English proficiency and core
  academic content knowledge of LEP students.

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Title III Requirements cont.

• Title III requires SEAs to hold LEAs accountable
  for meeting annual measurable achievement
  objectives that relate to LEP childrens
  development and attainment of English proficiency
  and academic achievement.

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Title III Requirements cont.

• In addition, Title III requires LEAs to report on
  the progress made by LEP children in meeting
  state academic content and achievement standards
  for each of the two years after these children no
  longer receive services under Title III.

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English language Assessments

• The English Language Development Assessment
  (ELDA)
• Developed by the Council of Chief State School
  Officers (CCSSO), Measurement Incorporated (MI)
  and the LEP State Collaborative on Assessment and
  Student Standards (LEP SCASS) is one example of
  an assessment that will meet the requirements of
  NCLB.

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English language Assessments continued

• The ELDA will be available to member states by
  spring 2006
• The ELDA was recently piloted in six member
  states
• The ELDA is comprised of Inventories in the four
  domains (reading, writing, listening and
  speaking) plus a few multiple choice and
  constructed response items (verbal and written)
  which serve as a link to the ELDA 3-12
  assessments

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RESOURCES

• Center for Disease Control 1990-1991 Youth Risk
  Behavior Surveillance, Morbidity and Mortality
  Weekly
• The Commonwealth Fun Child Trends and Center for
  Child Health Research. Early Child Development in
  Social Context. Child Trends and Center for Child
  Health Research , Earlay Child Development in
  Social Context A Chartbook.2004.
• CDC National Center for Health Statistics
  Advance Data, No.23, May 31, 2001 NSFG, 1995
• National Child Care Information Center Hispanics
  and Child Care The Changing Landscape September
  2004
• Massey, Douglas S., Ruth E. Zambrana and Sally
  Alonzo Bell. 1995. Contemporary Issues in
  Latino Families. in Understanding Latino
  Families, editor. Ruth E. Zambrana. California
  Sage Publications, Inc. pp.190-204.
• National Vital Statistics Reports, Vol 51, No 12,
  Aug 4, 2003
• Pew Hispanic Center/Kaiser Family Foundation.
  2004. The 2004 National Survey of Latinos
  Politics and Participation
• U.S. Census Bureau, Census 2000, Summary File
• Sikkink, David and Edwin I. Hernandez. 2003.
  Religion Matters Predicting Schooling Success
  among Latino Youth. Interim Reports. 2003.1.
  University of Notre Dame, Institute for Latino
  Studies.
• Lee, Valerie and David T. Burkam, University of
  Michigan. Inequality at the Starting Gate.
  September 2002

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RESOURCES

• http//www.ccsso.org/projects/SCASS/Projects/
• Early_Childhood_Education_Assessment_Consortium/
• http//www.schoolmatters.com
• http//nccic.org/statedata/statepro/index.html

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Panelist Contact Information

• Susan Andersen, Iowa State Department of
  Education
• susan.andersen_at_iowa.gov 515-281-4747 (Phone)
• Lindy Buch, Michigan Department of Education
• buchl_at_michigan.gov 517-373-9962 (Phone)
• Harriet Egertson, Independent Consultant
• haegertson_at_hotmail.com 951-834-3986 (Phone)
• Mary Louise Jones, Louisiana Department of
  Education
• marylouise.jones_at_la.gov 225-342-3366 (Phone)
• Jana Martella, Council of Chief State School
  Officers
• janam_at_ccsso.org 202-336-7057 (Phone)
• Tracy Runfola, Council of Chief State School
  Officers
• tracyr_at_ccsso.org 202-326-8699 (Phone)