When Can LEP Students Exit a BE/ESL Program: Predicting Academic Growth Using a Test That Measures Cognitive Language Proficiency	Cecilia Oakeley, Theresa Urrabazo and Hua Yang Dallas Independent School District

NEW INFORMATION-THE WMLS STANDARD ONE-YEAR GAIN

After the previous evaluation report was completed, during the summer of 1997, the author of the WMLS test met with the District and provided one-year standard expected growth rates. These expected growth rates were based on W-scores of a normed sample. It was determined that the lower the W-score, the larger the growth rate was after one year. Likewise, the higher the W-score, the smaller the growth rate was. Figure 1 provides the downward line of growth as the W-score increases.

Having the above information led to the discovery of a relationship between the WMLS standard one-year gains and the amount of time it takes to reach WMLS level 4. One has to understand that as students progress from one grade to another, a higher W-score is required to qualify for level 4. This can be compared to learning curves. Figure 2 shows how level 4 increases sharply in the lower grades and slowly flattens out in the upper grades. Included in Figure 2, is the level 3-4. This level and the band between the two levels is a current area of question and will be discussed later.

Since the ultimate goal is to find out when students will reach level 4, expected gains over time can now be calculated and used to determine the number of years necessary to reach the goal. This is accomplished by combining the information given in Figures 1 and 2. For example, first-grade students with an initial W-score of 410 will be expected to gain 20 points according to Figure 1. This places the students at a WMLS score of 430. They will then be expected to gain approximately 19 more points the following year. This addition of expected gains continues each year until the W-score reflects a level 4 in that particular grade as determined by Figure 2. Those students who started at a W-score of 410 in grade 1 will reach a score of 512, a level 4, by the end of eighth -grade (eighth year in the program). Students scoring initially higher will reach level 4 sooner.

With the new found relationship between Figures 1 and 2, we are now ready to discuss the methodology used to determine the length of time DPS LEP students need to become proficient.