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MEMORANDUM August 6, 2012 TO: Board Members FROM: Terry B. Grier, Ed.D. Superintendent of Schools SUBJECT: CULTURAL HERITAGE BILINGUAL PROGRAM (CHBP) STUDENT
PERFORMANCE REPORT 2012 CONTACT: Carla Stevens, 713-556-6700 Texas Administrative Code (BB § 89.1205) specifies that all elementary schools must offer a bilingual program to English Language Learners (ELLs) whose home language is spoken by 20 or more students in any single grade level across the entire district. Based on this rule, ELL students speaking Vietnamese, Mandarin, Arabic, and Urdu as their primary language are eligible for bilingual services. The Bilingual Cultural Heritage Program (CHBP) was developed for students in these language groups, and started in 2008–2009. CHBP is an early-exit bilingual program serving students in grades pre-K through 2. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. Included in the report are findings from assessments of academic achievement and English language proficiency for CHBP student, including results from the English STAAR, Stanford 10, and the TELPAS. A total of 167 students were in the CHBP program in 2011–2012. Results from the STAAR and Stanford assessments indicated that CHBP students’ performance was superior to that of all comparison groups, in all subjects tested. Among students who had exited ELL status, those who used to be in CHBP were superior to all comparison groups except for Vietnamese students who had exited an ESL program. TELPAS results showed that 78 percent of CHBP students were rated as either Advanced or Advanced High in English language proficiency, more than any other group. In addition, 81 percent of CHBP students gained at least one level of English language proficiency on the TELPAS between 2011 and 2012, which was also higher than for any comparison group.
__TBG cc: Superintendent’s Direct Reports Gracie Guerrero Chief Schools Officers School Improvement Officers Principals
RESEARCHE d u c a t i o n a l P r o g r a m R e p o r t
D e pa r t m e n t o f r e s e a r c h a n D a c c o u n ta b i l i t yh o u s t o n i n D e p e n D e n t s c h o o l D i s t r i c t
Cultural Heritage Bilingual Program Student Performance Report:
English STAAR, Stanford, & TELPAS2011-2012
2012 Board of Education
Michael L. LuncefordPresident
Anna EastmanFirst Vice President
Juliet Stipechesecond Vice President
Rhonda Skillern-Jonessecretary
Greg Meyersassistant secretary
Paula HarrisLawrence MarshallHarvin C. MooreManuel Rodriguez, Jr.
Terry B. Grier, Ed.D.sUPerintendent oF scHooLs
Carla Stevensassistant sUPerintendentdePartMent oF researcH and accoUntaBiLity
Kevin Briand, Ph.D.researcH sPeciaList
Venita Holmes, Dr.P.H.researcH ManaGer
Houston Independent School DistrictHattie Mae White educational support center4400 West 18th streetHouston, texas 77092-8501
www.houstonisd.org
it is the policy of the Houston independent school district not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.
CULTURAL HERITAGE BILINGUAL PROGRAM PERFORMANCE REPORT: ENGLISH STAAR, STANFORD, AND TELPAS 2011–2012
Executive Summary
Program Description The Cultural Heritage Bilingual Program (CHBP) was developed for English Language Learner (ELL) students from language groups not served by current bilingual programs in the Houston Independent School District (HISD), which are designed for Spanish-speaking ELLs. The largest group of students in this category consists of ELLs whose home language is Vietnamese. Currently, CHBP is only imple-mented for native Vietnamese speakers at Park Place Elementary School. This program is an early-exit bilingual program serving students in grades prekindergarten through 4. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, cul-ture, and history are taught in the students’ native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for language arts and all content subjects. This report contains summaries of student perform-ance including the following:
Student enrollment by grade level; State of Texas Assessment of Academic Readiness (STAAR) reading and mathematics (raw
score and percent of items answered correctly); Stanford 10 mean normal curve equivalent (NCE) scores for reading, mathematics, language,
science, and social science; Texas English Language Proficiency Assessment System (TELPAS) percentage of students
scoring Advanced High, and the percentage of students making gains in proficiency.
Highlights
During the 2011–2012 school year, there were 167 ELL students enrolled in the CHBP program, from kindergarten through grade 4.
For students currently classified as ELLs, those in CHBP performed better on the 2012 STAAR
reading (advantage of 4 to 10 percentage points) and mathematics tests (advantage of 7 to 22 percentage points) than did those from any of four comparison groups: Vietnamese students in an ESL program, all bilingual students overall, waived ELL students, and the district overall.
Among students who had exited ELL status, exited CHBP students performed approximately the
same on the STAAR as exited ESL students whose home language was Vietnamese (difference of 0 and -2 percentage points on reading and mathematics, respectively).
Both groups performed better than exited bilingual students or the district overall. On the Stanford 10, current CHBP students performed better in 2012 than all groups in all sub-
jects (advantage of 7 to 20 NCE points).
2
Exited CHBP students performed better than exited bilingual students or the district overall, on all Stanford 10 tests (advantage of 9 to 30 NCE points).
Exited CHBP students also performed better than exited Vietnamese ESL students on all tests
except the Stanford 10 language (advantage of 6, 8, and –2 NCE points for reading, mathemat-ics, and language, respectively).
On the TELPAS, CHBP students showed performance advantages over all comparison groups in
both the percentage of students scoring Advanced High, and the percentage of students showing performance gains between 2011 and 2012.
Recommendations
1. Given the success of the CHBP program at this one campus with Vietnamese ELL students, the
district should consider the possibility of expanding the program to other eligible language groups.
Administrative Response
HISD has expanded programming in other minority languages this year by opening a Mandarin Chinese Dual Language Program at Gordon Elementary. The district is exploring the expansion of the current CHBP into other schools with large numbers of Vietnamese ELL students. In addition, the Multilingual Department is exploring the implementation of this program into other languages such as Arabic and Urdu.
3
Introduction
The Texas Education Code (§ 29.051) requires school districts to provide every language minority stu-dent with the opportunity to participate in a bilingual or other special language program. Texas Adminis-trative Code (BB § 89.1205) further specifies that all elementary schools must offer a bilingual program to English Language Learners (ELLs) whose home language is spoken by 20 or more students in any single grade level across the district. Based on these requirments, ELL students speaking Vietnamese, Mandarin, Arabic, and Urdu as their home language are eligible for bilingual services in the district. The Bilingual Cultural Heritage Program (CHBP) was developed for students in these language groups, and started in 2008–2009. Currently, CHBP is only implemented for native Vietnamese speakers at Park Place Elementary School. The Cultural Heritage Bilingual Program is an early-exit bilingual program serving students in grades prekindergarten through 4. Students enrolled in the CHBP program receive 45 minutes of daily instruction in Vietnamese, during which Vietnamese literature, culture, and history are taught in the students’ native language via listening, speaking, reading, and writing. Combined with this is an intensive program of English language development using ESL instructional techniques for lan-guage arts and all content subjects.
Methods Participants ELL students in the CHBP program were identified using 2011–2012 Chancery Student Management System (SMS) and Public Education Information Management System (PEIMS) databases. A summary of enrollment figures for ELL students in the CHBP program is shown in Table 1. Note that enrollment has increased annually since 2008–2009, as one grade per year has been added to the program. All cur-rent or exited CHBP students in kindergarten through 4th grade with valid STAAR, Stanford 10, or TELPAS test results from 2011–2012 were included in the analyses for this report. The report also in-cludes data from the following comparison groups:
monitored CHBP students (students previously exited from the CHBP program who are in their first
or second year of monitored status) 1;
Vietnamese students in an ESL program; ELL students in a bilingual program
2; ELL students not served in a bilingual or ESL program due to parental waiver; and HISD districtwide data
3. Data Collection & Analysis CHBP student performance on three assessments is included in this report: the State of Texas Assess-ments of Academic Readiness (STAAR), the Stanford Achievement Test Series, Tenth Edition (Stanford
Table 1. CHBP Enrollment by Grade Level, 2008–2009 to 2011–2012
Source: PEIMS
Year Grade
Pre-K K 1 2 3 4 Total 2008–2009 33 36 27 n/a n/a n/a 96 2009–2010 29 34 33 25 n/a n/a 121 2010–2011 42 30 30 31 25 n/a 158 2011–2012 32 37 30 20 33 15 167
4
10), and the Texas English Language Proficiency Assessment System (TELPAS) (see Appendix A). All ELL students in HISD are assessed in their primary language of instruction; therefore, CHBP students are assessed in English. All assessments were analyzed only at the district level, since only one campus currently offers the CHBP program, and all data are from 2012. STAAR results are reported and analyzed for the reading and mathematics tests. For each test, the aver-age raw score (number of items answered correctly) is shown, as well as the average percentage of items answered correctly. Note that standards for this new assessments will not be available until later in 2012 and are not yet available at the time this report was published. Stanford 10 results are reported and ana-lyzed for reading, mathematics, language, science, and social science. Normal Curve Equivalents (NCEs) are reported by grade level. TELPAS results are reported and analyzed for two indicators. One of these reflects attainment, i.e., the overall level of English language proficiency demonstrated by ELL students. For this indicator, the num-ber and percent of students at each proficiency level are presented. The second indicator reflects pro-gress, i.e., whether students gained one or more levels of English language proficiency between testing in 2011 and 2012. For this second TELPAS indicator, the number and percent gaining one or more pro-ficiency levels in the previous year are reported.
Results STAAR Figure 1 presents the number of students tested and the percent of items answered correctly for the read-ing and mathematics sections of the STAAR in 2012. Data are only available for 2012 since this was the first year in which the STAAR was administered. Data are shown for CHBP students, other Vietnamese students in an ESL program, students in other bilingual programs, waived ELL students
4, and all stu-dents districtwide. Also included for reference purposes are the number of students tested.
Students in the CHBP program showed better performance than did those in any of the compari-son groups (see Appendix B for further details, including grade-level results). This was true for both reading and mathematics.
Figure 1. English STAAR Percent Items Correct for Current CHBP Students and Comparison Groups, 2012 (Combined Results for Grades 3 and 4).
67
82
62
75
6068
57 6063 65
0
10
20
30
40
50
60
70
80
90
100
Reading Math
% I
tem
s C
orre
ct
Subject
CHBP n = 46
Vietnamese ESL n = 47
All Bilingual n = 4,131
Waived ELL n = 1,736
HISD n = 23,918
5
CHBP students outperformed other Vietnamese ELL students who were enrolled in ESL pro-grams in the district (by 5 percentage points in reading and by 7 percentage points in mathemat-ics). Thus, the apparent advantage for CHBP students cannot easily be accounted for by ethnic-ity or culture.
Results for students who have exited ELL status (see Figure 2 above) show that exited CHBP
students continued to perform better than most other comparison groups, but were at approxi-mately the same level as Vietnamese students who had exited from an ESL program (both groups equivalent in reading, and a 2 percentage point advantage for Vietnamese ESL in mathe-matics).
Stanford Figure 3 (see below) shows 2012 Stanford 10 data for the same student groups reported previously.
Results are included for the reading, mathematics, language, science, and social science tests.
Figure 2. English STAAR Percent Items Correct for Monitored CHBP Students and Comparison Groups, 2012 (Combined Results for Grades 3 and 4).
8187
8189
7479
63 65
0
10
20
30
40
50
60
70
80
90
100
Reading Math
% I
tem
s C
orre
ct
Subject
Exited CHBP n = 20
Exited Vietnamese ESL n = 54
Exited Bilingual n = 336
HISD n = 23,918
Figure 3. Mean Stanford Scores for Current CHBP Students and Comparison Groups, 2012 (Combined results for grades 1 through 4).
5869
5762
5550
60
50 494142
5344 48 45
4049
43 45 4147
53 49 51 48
0102030405060708090
100
Reading Math Language Science SocSci
NC
E
Subject
CHBP Vietnamese ESL Other Bilingual Waived HISD
6
Further details, including grade-level results and data for 2011, can be found in Appendix C. CHBP students had higher average NCEs than did students from any of the comparison groups. This
was true for all subjects. CHBP students also were above average (NCE = 50) in all subjects. The CHBP advantage over HISD overall performance ranged from 7 NCE points in social science to
16 NCE points in mathematics. Data from monitored CHBP students (see Figure 4 above) showed that they performed better than
the comparison groups in reading, mathematics, and language, with the exception of monitored Viet-namese ESL students on the language test.
Monitored CHBP students performed well above average in all three subject areas with the lowest
performance consisting of an NCE of 64 in language.
Science and social science results are not shown due to insufficient data.
TELPAS Attainment: Data concerning the overall levels of English language proficiency of ESL students are presented in Fig-ure 5 (see p.7). Shown are the percentage of students at each of the four levels of English language pro-ficiency from the TELPAS in 2011–2012. Results are shown for the following groups: current CHBP students, Vietnamese students in an ESL program, other bilingual students, and waived ELLs.
CHBP students had both a higher percentage of students scoring Advanced High, and a smaller per-
centage scoring Beginning, than did any of the comparison groups.
Figure 4. Mean Stanford Scores for Monitored CHBP Students and Comparison Groups, 2012 (Combined Results for Grades 1 Through 4).
70
83
6464
75
66
54
6356
4653
47
0
10
20
30
40
50
60
70
80
90
100
Reading Math Language
NC
E
Subtest
Mon CHBP n=11
Mon Vietnamese ESL n=44
Mon Bilingual n=106
HISD n=21,483
7
78% of CHBP students had ratings of Advanced or Advanced High, compared to 67% for Vietnam-ese ESL students, 43% for all bilingual students as a group, and 64% for waived ELLs.
Further details, including the number of students at each proficiency level, can be found in Appen-
dix D.
Yearly Progress: Yearly progress data for the TELPAS are shown in Figure 6. Shown are the percentage of students gain-ing at least one level of English language proficiency between 2010–2011 and 2011–2012. Results are shown for the same comparison groups as discussed previously.
81% of CHBP students gained at least one level of English language proficiency in 2011–2012,
which was slightly higher than the corresponding figure for Vietnamese students in an ESL pro-gram (80%).
Figure 5. Distribution of TELPAS Proficiency Ratings for CHBP Students and Comparison Groups in 2012, (Combined Results for Grades 1 Through 4).
16%34%
15%19%
17%
23%
21%
34%25%
20%
27%
44% 42%23%
37%
0%
20%
40%
60%
80%
100%
CHBP Vietnamese ESL Other Bilingual Waived
% E
LL
Stu
dent
s
Student Group
Beginning Intermediate Advanced Advanced High
Figure 6. Percentage of CHBP Students and Comparison Groups Showing Proficiency Gains on the TELPAS in 2012, (Combined Results for Grades 1 Through 4).
19% 20%
41% 38%
81% 80%
59% 62%
0%
20%
40%
60%
80%
100%
CHBP Vietnamese ESL Other Bilingual Waived
% E
LL
Stu
dent
s
Student Group
No Gain Gain 1 Level or More
8
The percentage of CHBP students showing gains was greater than that for the bilingual (59%) or waived ELL (62%) comparison groups.
Further details, including the number of students making gains by grade level, can be found in
Appendix E.
Discussion
Existing state law requires that, based on enrollment figures, ELL students whose home languages are Vietnamese, Mandarin, Arabic, and Urdu are eligible for bilingual services. The district currently has an early-exit bilingual program (CHBP) aimed at ELL students from these language groups not typically served. At the present time, the program is only available for ELL students whose home language is Vietnamese, and only at one campus, Park Place Elementary School.
This report summarizes the most recent performance data available for ELL students enrolled in the CHBP program. Results show that CHBP students outperformed all other comparison groups on both the 2012 Stanford 10 and the 2012 English language STAAR. On both assessments, CHBP students out-performed all students districtwide. CHBP students showed higher levels of English language profi-ciency than did other comparison groups of ELLs, as measured by the TELPAS. Finally, a greater pro-portion of CHBP students made gains in English language proficiency between 2011 and 2012 than did other comparison groups. Data on CHBP students who have exited ELL status shows that they continue to exceed performance of almost all comparison groups.
In summary, students in the CHBP program, as well as those no longer considered ELL, performed at a high level. These results should encourage the district to consider expanding the program to other eligi-ble language groups.
Limitations
Despite the apparent success of the CHBP program, one limitation that must be acknowledged is the fact that currently, CHBP is only implemented at one campus in the district, Park Place Elementary, and only for one language group, Vietnamese ELLs. Expansion of the program to other campuses and/or lan-guage groups will be necessary before firm conclusions regarding the program’s effectiveness can be made.
Endnotes 1 Monitored ELL students are who have met all requirements for exit from ELL status, are no longer considered ELL, and who
are in their first or second year post-exit. 2 The bilingual student group includes all ELLs participating in a bilingual program in the district, including those from the
CHBP program. 3 Note that districtwide performance data includes results from the students in all other comparison groups. 4 Waived ELL students are those whose parents have signed a waiver indicating that they are to receive no special language
program (i.e., they are in neither a bilingual nor an ESL program).
9
Appendix A
Explanation of Assessments Included in Report The STAAR is a state-mandated, criterion-referenced assessment used to measure student achieve-
ment. All students in the Houston Independent School District (HISD) are assessed in their primary lan-guage of instruction; therefore, CHBP students are assessed in English. The STAAR measures academic achievement in reading and mathematics in grades 3–8; writing at grades 4 and 7; social studies in grades 8; and science at grades 5 and 8.
The Stanford 10 is a norm-referenced, standardized achievement test in English used to assess stu-
dents’ level of content mastery. Stanford 10 tests exist for reading, mathematics, and language (grades 1–11), science (3–11), and social science (grades 3–11). This test provides a means of determining the relative standing of students’ academic performance when compared to the performance of students from a nationally-representative sample.
The TELPAS is an English language proficiency assessment which is administered to all ELL stu-
dents in kindergarten through twelfth grade, and which was developed by the Texas Education Agency (TEA) in response to federal testing requirements. Proficiency scores in the domains of listening, speak-ing, reading, and writing are used to calculate a composite score. Composite scores are in turn used to indicate where ELL students are on a continuum of English language development. This continuum, based on the stages of language development for second language learners, is divided into four profi-ciency levels: Beginning, Intermediate, Advanced, and Advanced High.
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Source: STAAR, Chancery
English Reading English Math
Program Grade Enrollment
2012 #
Tested Raw Score
% Correct
# Tested
Raw Score
% Correct
CHBP 3 33 31 28.4 71 27 38.5 84 4 15 15 26.3 60 13 38.4 80 Total 48 46 27.7 67 40 38.5 82
Vietnamese 3 27 26 24.1 60 24 33.3 72 ESL 4 22 21 28.5 65 16 38.0 79
Total 49 47 26.1 62 40 35.2 75 All Bilingual 3 5,794 1,141 24.6 61 1,110 32.4 70
4 5,232 2,990 26.0 59 2,971 32.2 67 Total 11,026 4,131 25.6 60 4,081 32.2 68
Waived ELL 3 1,072 951 22.3 56 963 27.5 60 4 894 785 25.3 57 800 29.3 61 Total 1,966 1,736 23.6 57 1763 28.3 60
HISD 3 16,718 11,243 24.9 62 11,146 29.2 63 4 15,760 12,675 28.0 64 12,631 31.5 66 Total 32,478 23,918 26.5 63 23,777 30.4 65
Appendix B English STAAR Performance of Current CHBP Students, and Comparison Groups: Number Tested, Mean Raw Score, and Percentage of Items Answered Correctly, by
Grade Level
11
Tested Reading Math Language Science Soc Sci Program Grade 2011 2012 2011 2012 2011 2012 2011 2012 2011 2012 2011 2012
CHBP 1 29 30 66 66 74 61 65 53 -- -- -- -- 2 28 20 52 44 60 66 50 54 -- -- -- -- 3 22 31 56 53 73 74 55 56 62 58 55 52 4 -- 15 -- 52 -- 69 -- 55 -- 64 -- 48 Total 79 96 58 55 69 67 57 54 62 60 55 51
Vietnamese ESL 1 43 43 54 56 61 58 54 52 -- -- -- -- 2 28 26 49 46 57 56 47 48 -- -- -- -- 3 29 25 45 49 63 65 46 51 49 55 41 48 4 -- 20 -- 51 -- 69 -- 58 -- 60 -- 54 Total 100 114 50 51 60 61 50 52 49 57 41 51
All Bilingual 1 373 409 44 45 51 48 46 44 -- -- -- -- 2 353 376 38 38 42 46 38 41 -- -- -- -- 3 702 1,078 43 43 59 59 46 47 48 53 45 47 4 -- 3,051 -- 41 -- 55 -- 51 -- 48 -- 41 Total 1,428 4,914 42 41 53 55 44 48 48 50 45 43
Waived 1 969 919 42 41 49 46 47 44 -- -- -- -- 2 949 956 39 37 47 44 41 39 -- -- -- -- 3 987 1,024 39 37 52 49 42 39 45 47 41 40 4 -- 867 -- 41 -- 49 -- 47 -- 46 -- 40 Total 2,905 3,766 40 39 49 47 43 42 45 46 41 40
HISD 1 10,766 10,635 48 47 52 49 51 48 -- -- -- -- 2 10,748 10,618 45 45 50 49 47 44 -- -- -- -- 3 10,735 11,394 47 47 57 54 48 47 51 53 48 48 4 -- 13,045 -- 48 -- 55 -- 55 -- 51 -- 47 Total 32,259 45,692 47 47 53 52 49 49 51 52 48 47
Source: Stanford, Chancery
*
Appendix C
Mean Stanford 10 Normal Curve Equivalents (NCE) for Current CHBP Students and Comparison Groups, by Grade Level and Year of Testing
* The science and social science subtests of the Stanford 10 are not administered in grades 1 and 2.
12
Program Grade Level
# Tested Beginning Intermediate Advanced Advanced
High Composite
Score N % N % N % N %
CHBP K 38 2 5 15 39 11 29 10 26 2.7 1 30 1 3 5 17 17 57 7 23 3.0 2 20 0 0 1 5 13 65 6 30 3.4 3 32 0 0 2 6 4 13 26 81 3.6 4 15 1 7 2 13 1 7 11 73 3.5 Total 135 4 3 25 19 46 34 60 44 3.2
Vietnamese K 46 15 33 14 30 8 17 9 20 2.2ESL 1 43 6 14 10 23 12 28 15 35 2.8
2 26 2 8 2 8 9 35 13 50 3.2 3 26 2 8 2 8 4 15 18 69 3.4 4 21 1 5 0 0 7 33 13 62 3.5 Total 162 26 16 28 17 40 25 68 42 2.9
All K 6,365 5,352 84 767 12 195 3 51 1 1.2Bilingual 1 6,424 3,197 50 2,215 34 787 12 225 4 1.7
2 5,857 605 10 1,908 33 1,865 32 1,479 25 2.7 3 5,783 654 11 1,201 21 1,723 30 2,205 38 2.9 4 5,162 206 4 839 16 1,395 27 2,722 53 3.3 Total 29,591 10,014 34 6,930 23 5,965 20 6,682 23 2.3
Waived K 666 283 42 171 26 127 19 85 13 2.0 1 938 187 20 279 30 232 25 240 26 2.6 2 964 82 9 226 23 302 31 354 37 3.0 3 1037 79 8 145 14 307 30 506 49 3.2 4 860 50 6 117 14 238 28 455 53 3.3 Total 4,465 681 15 938 21 1,206 27 1,640 37 2.9
Source: TELPAS, Chancery
Appendix D
Number and Percentage of Students from CHBP and Comparison Groups at Each TELPAS Proficiency Level, by Grade
13
Program Grade Level
Cohort Size
Gained 1 Proficiency
Level
Gained 2 Proficiency
Levels
Gained 3 Proficiency
Levels
Gained at Least 1 Proficiency
Level N N % N % N % N %
CHBP 1 28 12 43 4 14 2 7 18 64 2 17 13 76 1 6 0 0 14 82 3 30 28 93 0 0 0 0 28 93 4 13 11 85 0 0 0 0 11 85 Total 88 64 73 5 6 2 2 71 81
Vietnamese 1 37 23 62 7 19 1 3 31 84 ESL 2 25 14 56 3 12 0 0 17 68
3 22 15 68 3 14 0 0 18 82 4 19 15 79 1 5 0 0 16 84 Total 103 67 65 14 14 1 1 82 80
All 1 6,204 2,096 34 489 8 67 1 2,652 43 Bilingual 2 5,702 2,488 44 1,404 25 275 5 4,167 73
3 5,648 2,849 50 166 3 4 <1 3,019 53 4 5,036 3,300 66 214 4 11 <1 3,525 70 Total 22,590 10,733 48 2,273 10 357 2 13,363 59
Waived 1 863 382 44 119 14 30 3 531 62 2 894 397 44 118 13 18 2 533 60 3 964 552 57 36 4 2 <1 590 61 4 800 495 62 34 4 2 <1 531 66 Total 3,521 1,826 52 307 9 52 1 2,185 62
Source: TELPAS, Chancery
Appendix E
Number and Percentage of Students from CHBP and Comparison Groups Showing Gains in TELPAS Proficiency, by Grade
14
