5th Grade Science Test Scores: What Do They Mean? Continued...
Schools with higher percentages of students who are learning English and who speak a language other than English at home tended to score lower on the science test. The common-sense explanation for this trend is that students score lower in part because the test was not written in their first language.
Schools tend to score higher when they have more students who speak fluent English and come from higher income families.
The second trend is in socioeconomic status (see below). Schools with more students from lower income families – indicated by their participation in the free and reduced lunch programs - score lower on tests. The same relationship has been documented for other standardized tests (e.g. SAT, AP), and in comparisons across other districts and across states. Inadequate preschool preparation, lack of access to summer programs, lack of supervision, and stress are some of the factors that likely explain why students from lower income families score lower. (While the graph below is labeled “families,” it is important to remember that many CCPS students are emancipated – support themselves – or live in foster homes.)
The left graph shows the average percentage of lower income students. The graph below shows the average number of migrant children. The black lines on each blue column represent standard errors.
In the graph below, the standard error bar for migrant students is large because 99% of the migrant students are in 5 of the 10 lower scoring schools. If every school had the same number of migrant students, the error bar would be smaller.
Let’s pause to remember that none of these graphs “prove” a cause and effect relationship. Students from lower income, non-English-speaking family can achieve high marks on tests. These trends do suggest that speaking fluent English and having financial security may help student performance. Many other factors could influence test scores, but aren't considered here; for example, differences in student preparation and abilities, teacher experience and abilities, and curriculum.
A Culturally Rich School District
About 80% of ELL students are in elementary schools, and 10% each in middle and high schools. Students' progress is monitored for 2 years after they leave the program. Students speak over 80 different languages in the school district!
The average percentage of students with a home language other than English - mostly Spanish and Haitian Creole - ranges from 11% at Mason Classical Academy to 85% at Pinecrest Elementary. The average percentage of English Language Learners ranges from 1% at Mason Classical Academy to 65% at Pinecrest Elementary.
Collier County has the 3rd most English Language Learners in the state of Florida.
