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TECHNICAL REPORT

PART II—SCREENER ASSESSMENT

Ohio English Language Proficiency Assessment—

Listening, Reading, Speaking, and Writing

Grades K–12

2018–2019 Administration

Submitted to: Ohio Department of Education

Submitted by: American Institutes for Research

1000 Thomas Jefferson Street, NW

Washington, DC 20007

December 2019

OELPA 2018–2019 Technical Report—Screener

i

Table of Contents Chapter 1. Introduction ........................................................................................ 1

Chapter 2. Test Administration ........................................................................... 2

2.1 Testing Window .................................................................................................................. 2

2.2 Test Design .......................................................................................................................... 2

2.3 Test Administration Manual ............................................................................................. 5

2.3.1 Directions for Administration ..................................................................................... 5

2.3.2 Training/Practice Tests ................................................................................................ 6

2.4 Test Security ....................................................................................................................... 6

2.5 Additional Scoring Rules for Screener Tests ................................................................... 7

Chapter 3. 2018–2019 Summary .......................................................................... 8

3.1 2018–2019 Student Participation ...................................................................................... 8

3.2 2018–2019 Student Scale Score and Performance Summary....................................... 12

3.3 Testing Time ..................................................................................................................... 17

Chapter 4. Reliability ..........................................................................................19

4.1 Marginal Reliability ......................................................................................................... 19

4.2 Classification Accuracy and Consistency ....................................................................... 21

Chapter 5. Validity ..............................................................................................27

Chapter 6. Reporting ..........................................................................................28

ELPA21 2018–2019 Technical Report—Screener

ii

List of Tables

Table 2.1 Cut Scores of Proceeding Segment 4 ............................. Error! Bookmark not defined.

Table 2.2 Number of Items and Score Points—Online Screener ................................................... 5

Table 2.3 Number of Items and Score Points—Paper Screener ..................................................... 5

Table 2.4 Number of Items and Score Points—Braille Screener ................................................... 5

Table 3.1 Count and Percentage of Students for 2018–2019 OELPA Summative and Screener

Tests ................................................................................................................................................ 9

Table 3.2 2018–2019 Student Participation in OELPA Screener Tests ....................................... 10

Table 3.3 2018–2019 Screener Scale Score Summary ................................................................. 13

Table 3.4 Percentage of Students by Performance Level—Listening and Reading ..................... 13

Table 3.5 Percentage of Students by Performance Level—Speaking and Writing ...................... 14

Table 3.6 Percentage of Students by Overall Proficiency Level .................................................. 15

Table 3.7 Testing Time for the 2018–2019 Screener Tests .......................................................... 18

Table 4.1 Marginal Reliability ...................................................................................................... 19

Table 4.2 Overall Classification Accuracy and Consistency ........................................................ 22

Table 4.3 Classification Accuracy for Each Cut ........................................................................... 23

Table 4.4 Classification Consistency for Each Cut ...................................................................... 25


iii

List of Figures

Figure 2.1 2018–2019 ELPA21 Screener Online Test Design ....................................................... 3

Figure 2.2 2018–2019 ELPA21 Screener Paper Test Design ......................................................... 4

Figure 3.1 Percentage of Students in Performance Levels ........................................................... 16

Figure 3.2 Percentage of Students in Proficiency Levels ............................................................. 17

Figure 4.1 Marginal Reliability..................................................................................................... 20

Figure 4.2 Ratio of Standard Error of Measurement over Standard Deviation ............................ 21

Figure 4.3 Classification Accuracy ............................................................................................... 24

Figure 4.4 Classification Consistency........................................................................................... 26

Figure 6.1 Online Score Report Page for ORS User Guide .......................................................... 29


1 American Institutes for Research

The English Language Proficiency Assessment for the 21st Century (ELPA21) is a testing

program that multiple states participate in to support educators, member states, and members of

the public as they adopt and implement the English Language Proficiency (ELP) Standards and

college- and career-ready standards. The assessment includes tests on listening, reading, speaking,

and writing for students in kindergarten, grade 1, grades 2–3, grades 4–5, grades 6–8, and grades

9–12. Ohio is a member of the ELPA21 consortium, and the screener assessment is called the Ohio

English Language Proficiency Screener(OELPS).

In addition to the summative assessment, in 2017, the program also developed the ELPA21

Screener. The purpose of the screener is to identify students who require English Language

Development instructions. The ELAP21 Screener is an assessment of a student’s language

proficiency in the required domains of listening, reading, speaking, and writing. The test questions

are based on the same ELP Standards adopted by the ELPA21 member states.

Part II of the technical report focuses on the 2018–2019 test administration of the OELPA screener

assessments. The screener assessments adopted the same achievement standards, used the same

scoring method (but different additional rules as listed in Section 2.5 of this report), and followed

the same quality control procedures as the summative assessment. The screener scores were

reported online. The Ohio Department of Education decided if a student needed to take the

summative assessment.

Part II includes the following chapters on the screener tests:

• Chapter 1. Introduction

• Chapter 2. Test Administration

• Chapter 3. 2018–2019 Summary

• Chapter 4. Reliability

• Chapter 5. Validity

• Chapter 6. Reporting

The results of the 2018–2019 OELPS are included in this document and Part II of the appendix.



The 2018–2019 testing windows for OELPA were from August 1, 2018, to July 12, 2019, for the

screener assessment and from February 4, 2019, to March 29, 2019, for the summative assessment.

Each 2018–2019 OELPA screener test has one online form, one paper-pencil form, and one braille

form.

The online form has eight segments:

• Segment 1 includes non-scored practice items and one survey item. Students who are

awarded one point proceed to Segment 4 if they are domain-exempt from speaking. All

other students who are awarded one point proceed to Segment 2. Non-participatory

students are awarded zero points in the survey item and exit the test.

• Segment 2 includes the on-the-fly-scored speaking items. The non-scored voice recorder

items appear first, followed by the corresponding scored and non-skippable shells. From

Segment 2, students with multiple domain exemptions proceed to Segment 5. All other

students proceed to Segment 3.

• Segment 3 includes only operationally scored items. Students who, across Segments 2 and

3 together, achieve the cut score or higher will proceed to Segment 4. Students whose step

2 raw score is strictly less than cut score exit the test (see Table 2.1 for the cut score

information).

• Segment 4 includes operationally scored items from all domains.

• Segment 5 proceeds directly to Segment 6 regardless of the student’s score.

• Segment 7 proceeds directly to Segment 8 regardless of the student’s score.

If the students have multiple domain exemptions, they will have those domains suppressed. The

online test routing design is displayed in Figure 2.1.



Figure 2.1 2018–2019 ELPA21 Screener Online Test Design

* DE-LRS (Listening, Reading, and Speaking exempted), DE-LS (Listening and Speaking exempted), DE-LWS (Listening, Writing, and Speaking exempted), DE-RS (Reading and Speaking exempted), DE-RWS (Reading, Writing, and Speaking exempted), DE-S (Speaking exempted), DE-WS (Writing and Speaking exempted)

Table 2.1 Cut Scores of Proceeding Segment 4

Grade/Grade Band Cut Score

Step 2 Max Score

K 23 28

1 24 27

2–3 25 28

4–5 26 31

6–8 28 33

9–12 27 31

Step 1 (Seg. 1)

Step 2A (Seg. 2)

Step 2B (Seg. 3)

Step 2 (Seg. 7)

Step 3 (Seg. 4) Step 3 (Seg. 6)

Step 3 (Seg. 8)

Step 2B (Seg. 5)

Listening-, Reading-,

and Writing-Exempted

Test Takers

END

TEST

END

TEST

Speaking-Exempted Test Takers

Forms*: DE-LRS, DE-LS, DE-LWS,

DE-RS, DE-RWS, DE-S, DE-WS

Step 2 Raw

Score ≥ Cut

Step 2 Raw

Score < Cut

Cut



The paper-pencil form has five segments:

• Segment 1 includes one practice survey item. Students who are awarded one point proceed

to Segments 2 and 3 if they do not have any domain exemption. Non-participatory students

are awarded zero points in the survey item and exit the test.

• Segments 2 and 3 include operationally scored items from all domains.

• Segments 4 and 5 include operationally scored items with domain exemption.

Figure 2.2 displays the test design for the paper-pencil screener test. For the paper-pencil form,

after test administration, student responses were entered into the AIR Data Entry Interface (DEI)

on the state testing portal for all ELPA21 domain tests. Practice test items were not entered in the

DEI and were not scored. The items used in the screener tests were selected from the summative

test item pool. The same item parameters used in the summative test scoring were used in the

screener test scoring. Some items in screener tests were immediately scored. In 2018-2019 OELPA

assessments, handscored items were centrally scored by Measurement Incorporated (MI) for the

summative assessment and by local TAs for the screener assessment.

Figure 2.2 2018–2019 ELPA21 Screener Paper Test Design

The braille form includes two segments: Segment 1 contains one practice survey item and

Segment 2 contains operational items for all domains. Students who receive one point in

Segment 1 proceed to Segment 2. The students exit the test if they are awarded zero points.

DEI Step 1 (Seg. 1)

DEI Step 2A & 2B (Seg. 2) DEI Step 2 (Seg. 4)

DEI Step 3 (Seg. 3) DEI Step 3 (Seg. 5)

Domain Exempt

END

TEST

END

TEST

Step 2 Raw

Score ≥ Cut Step 2 Raw

Score < Cut

Cut



The non-domain-exempted form summary of the screener tests is listed in Table 2.2–Table 2.4.

Specifically, Table 2.2 includes items from segments 2-4, Table 2.3 includes segments 2-3, and

Table 2.4 includes segment 2 items.

Table 2.2 Number of Operational Items and Score Points—Online Screener

Grade/Grade Band

PreK/K 1 2–3 4–5 6–8 9–12

Domain Items Score Points

Items Score Points

Items Score Points

Items Score Points

Items Score Points

Items Score Points

Listening 13 13 11 11 11 11 10 10 17 18 15 18

Reading 9 9 13 13 11 13 21 23 13 13 16 17

Speaking 6 14 6 15 6 14 7 21 9 27 9 27

Writing 10 10 11 11 14 17 9 21 7 23 6 20

Table 2.3 Number of Operational Items and Score Points—Paper Screener

Grade/Grade Band

PreK/K 1 2–3 4–5 6–8 9–12


Items Score Points

Items Score Points

Items Score Points

Items Score Points

Items Score Points

Listening 13 13 11 11 11 11 10 10 17 18 15 18

Reading 9 9 13 13 11 13 21 23 13 13 16 17

Speaking 6 14 6 15 6 14 7 21 9 27 9 27

Writing 10 10 11 11 14 17 9 21 7 23 6 20

Table 2.4 Number of Operational Items and Score Points—Braille Screener

Grade/Grade Band

PreK/K 1 2–3 4–5 6–8 9–12


Items Score Points

Items Score Points

Items Score Points

Items Score Points

Items Score Points

Listening 9 9 9 9 10 10 11 11 11 12 10 13

Reading 11 11 9 9 8 10 13 15 11 11 12 13

Speaking 6 14 6 16 6 16 8 29 8 25 8 25

Writing 8 8 8 8 10 13 9 21 7 23 8 26

For the 2018–2019 administration, a test administration manual (TAM) was developed for each

state, including Ohio. The TAM guides test administrators (TAs) in test administration.

The TAM for the screener tests usually includes the following key points:

• Overview of the ELPA21 Screener

• TA qualifications



• Preliminary planning

• Materials required

• Administrative considerations

• Student preparation/guidance in Step 1

• Administrative guidance in Step 2 and Step 3

• Test security instructions in each of the three steps

• Contact information for user support

To help TAs and students familiarize themselves with the online registration and test delivery

systems, training or practice tests (Step 1 in screener tests) were provided before and during the

testing windows. Training/practice tests can be accessed through a non-secure browser or a secure

browser. For screener assessments, the tests become secure automatically when students proceed

to Step 2.

The training/practice tests have two components: one for TAs to create and manage the

training/practice test sessions and the second for students to take an actual training/practice test.

The Practice Test Administration site introduces TAs to

• logging in;

• starting a test session;

• providing the session ID to the students signing in to the TA session;

• monitoring students’ progress throughout their tests; and

• stopping the test.

The Practice Tests site introduces students to

• signing in;

• verifying student information;

• selecting a test;

• waiting for the TA to check the test settings and approve the participation;

• starting the test (adjusting the audio sound, checking the microphone for recording

speaking responses, and reviewing test instructions);

• taking the test; and

• submitting the test.

The test security procedures are consistent across all assessments in each state. Details about

student-level testing confidentiality, system security, testing environment security, and



documentation of test security violations can be found in Chapter 9, Quality Control, in Part I of

the technical report.

The additional rules for screener scoring are as follows:

1. All pending and expired test records with at least one response in Segment 2 and/or

Segment 3 should be scored.

2. If a single item in Segments 2 or 3 is attempted, all domains without domain exemptions

are considered attempted, and all non-attempted items in both segments should be given a

score of zero.

3. If the student’s test is stopped by the automatic stopping rule after Step 2, items in Step 3

(Segment 4) should be treated as not presented. If the student’s test continues to Step 3, all

items in Step 3 that the student does not respond to should be scored as zero.

4. If a student has a domain exemption for a domain, the domain is reported as exempt if it is

not attempted.

o For online tests, any domain exemptions must be entered in the Test Information

Distribution Engine (TIDE) prior to the student starting the test. Students taking the

online screener will be presented only with items in non-exempt domains.

o For paper-pencil tests, TAs are told which items to not administer if the student has any

domain exemptions. However, if a student is exempt from a domain but responses to

any items in the domain are entered in the DEI, the domain will be scored as though

the student was not exempt.

5. For OELPS, handscored items are scored by local TAs.



The 2018–2019 OELPS results are presented in this chapter and in Sections 1–3 of Part II of the

appendix. The results in each section are illustrated below:

• Section 1. Screener Assessment—Scale Score Summary

o Tables S1.1–S1.13 present the number of students taking screener tests in each grade,

their average scores, and standard deviation of scores across the state and by subgroups

in each grade of K–12. At the end of each table, the total number of students who have

valid overall and comprehension scores, their average scores, and the standard

deviations of the scores are also presented.

• Section 2. Screener Assessment—Percentage of Students by Domain Performance Level

o Tables S2.1–S2.13 present the total number of students taking each domain test and the

percentage of students in each performance level by domain test and by subgroups.

• Section 3. Screener Assessment—Percentage of Students by Overall Proficiency Level

o Tables S3.1–S3.13 present the total number of students who are categorized in each of

the overall proficiency levels: Emerging, Progressing, and Proficient by subgroups.

Table 3.1 presents the frequencies of students who took summative tests, screener tests, and both

summative and screener tests. It also shows the ratio of students taking both tests over students

taking each summative test. It shows that kindergarten students had the highest percentage of

students taking both the screener and the summative tests in the 2018-2019 school year.

Table 3.2 shows the participation by subgroup. Most students are in the Hispanic or Latino group

(27.1%–38.5%), followed by African American students (16.1%–21.1%) and Asian students

(15%–28.6%). About 0.1%–0.8% of the students have migrated to the United States from other

countries. The percentage of students who have Individualized Education Programs (IEPs) ranges

from 1% to 2.1%. About 0.9%–2.1% of the students have disabilities. Most students identified as

having a speech or language impairment are in kindergarten (0.6%) and grade 1 (0.3%), while

more students identified as having a specific learning disability are in upper grades: 0.5% in grade

band 2–3, 0.6% in grade band 4–5, 0.5% in middle school, and 1% in high school.



Table 3.1 Count and Percentage of Students for 2018–2019 OELPA Summative and Screener Tests

N Students

Grade/Grade Band Summative Screener Both

K 9170 6440 5382

1 8036 1449 1047

2–3 12620 2070 1329

4–5 8379 1537 921

6–8 10216 1993 1208

9–12 12698 2254 1455



Table 3.2 2018–2019 Student Participation in OELPA Screener Tests

K 1 2–3 4–5 6–8 9–12

Subgroup Status N % N % N % N % N % N %

Total 6440 100.0 1449 100.0 2070 100.0 1537 100.0 1993 100.0 2254 100.0

Grade

K 6440 100.0

1 1449 100.0

2 1065 51.4

3 1005 48.6

4 844 54.9

5 693 45.1

6 674 33.8

7 674 33.8

8 645 32.4

9 1148 50.9

10 560 24.8

11 378 16.8

12 168 7.5

Gender Female 2885 44.8 656 45.3 944 45.6 688 44.8 885 44.4 990 43.9

Male 2978 46.2 686 47.3 977 47.2 747 48.6 992 49.8 1118 49.6 Missing 577 9.0 107 7.4 149 7.2 102 6.6 116 5.8 146 6.5

Ethnicity

African American 1180 18.3 234 16.1 397 19.2 283 18.4 369 18.5 475 21.1 American Indian

or Alaskan Native 17 0.3 5 0.3 7 0.3 3 0.2 3 0.2 8 0.4

Asian 1549 24.1 414 28.6 469 22.7 345 22.4 331 16.6 337 15.0 Hispanic or

Latino 2023 31.4 392 27.1 600 29.0 491 31.9 709 35.6 868 38.5

Multiple Races 487 7.6 124 8.6 208 10.0 138 9.0 227 11.4 214 9.5



K 1 2–3 4–5 6–8 9–12

Subgroup Status N % N % N % N % N % N %

Native Hawaiian or Other Pacific

Islander 39 0.6 11 0.8 18 0.9 10 0.7 15 0.8 24 1.1

Other/Unknown 95 1.5 21 1.4 26 1.3 18 1.2 35 1.8 27 1.2 White 1048 16.3 248 17.1 345 16.7 249 16.2 304 15.3 300 13.3

Missing 2 0.0 1 0.0

Other Gifted 17 0.3 16 1.1 34 1.6 28 1.8 18 0.9

IEP 94 1.5 15 1.0 37 1.8 23 1.5 35 1.8 47 2.1 Migrant 7 0.1 4 0.3 11 0.5 3 0.2 16 0.8 15 0.7

Primary Disability

Autism 21 0.3 2 0.1 8 0.4 3 0.2 1 0.1 8 0.4 Developmental

Delay 2 0.0 1 0.1 1 0.0

Emotional Disturbance 1 0.0 2 0.1 2 0.1 1 0.1 5 0.3 5 0.2

Hearing Impaired 1 0.1 3 0.2

Intellectual Disability 4 0.1 1 0.0 3 0.2 5 0.3 4 0.2

Multiple Disabilities 9 0.1 1 0.1 3 0.1 3 0.2 5 0.3

Orthopedic Impairment 2 0.1

Other Health Impairment 9 0.1 1 0.1 10 0.5 2 0.1 4 0.2 6 0.3

Specific Learning Disability 2 0.1 11 0.5 9 0.6 10 0.5 22 1.0

Speech or Language

Impairment 40 0.6 5 0.3 3 0.1 1 0.1 1 0.0

Traumatic Brain Injury 1 0.0 1 0.1 1 0.1 1 0.0

Visual Impairment 1 0.0



Table 3.3 shows the domain scale score summary in the four domains. It also shows the number

of students by grade. The OELPA tests are not vertically linked across all grades. Scale scores can

be compared only within grade-band tests (2–3, 4–5, 6–8, and 9–12). In general, the mean scale

scores increase as grades increase within each grade band, except for grade 8, which has a slightly

lower mean scale score than the four domain tests in grade 7. Scale score summary by subgroup

for each grade is also presented in Section 1 of Part II of the appendix.

Table 3.4, Table 3.5, and Figure 3.1 present the percentage of students by performance level in

each domain test. The results indicate that most students have achieved performance level 1 in

reading and writing in grades 1–11. Most students scored at level 5 in listening in grades 4 to 6,

but in grades 8 to 10, most students scored at level 1. Students who scored at level 4 had overall

lower percentages in reading, speaking, and writing. In addition, disaggregated information by

gender and ethnicity is also provided in Section 2 of Part II of the appendix.

Table 3.6 and Figure 3.2 present the percentage of students by the overall proficiency level. The

results show that most students are in the Progressing category in all grades except for grades 8

and 9, where there are slightly more students in the Emerging level. The percentage of students

who are proficient increases from kindergarten to grade 5, then consistently decreases until grade 9,

and slightly increases after grade 9. The percentage of students in the Emerging category is

relatively stable until grade 6, increases until grade 9, and then consistently drops afterward.

Section 3 of Part II of the appendix displays the overall proficiency level for each grade by gender

and ethnicity.



Table 3.3 2018–2019 Screener Scale Score Summary

Listening Reading Speaking Writing

Grade N Mean SD N Mean SD N Mean SD N Mean SD

K 6011 528 62.6 6007 524 62.7 6006 521 77.3 6007 491 57.7

1 1299 524 85.7 1299 506 92.4 1299 506 94.7 1299 504 92.5

2 967 498 82.0 967 488 90.4 967 482 101.5 967 484 92.7

3 869 522 95.8 868 522 104.0 868 507 113.9 867 520 105.1

4 723 497 108.2 723 499 105.6 723 509 136.8 723 499 112.6

5 603 524 117.5 603 526 117.9 603 536 144.6 603 527 123.2

6 587 511 103.9 587 514 99.7 587 525 117.4 587 510 105.7

7 532 517 109.2 532 524 105.7 532 528 119.5 532 518 111.5

8 501 515 113.8 501 522 110.5 502 523 124.3 502 517 115.0

9 827 493 105.4 828 496 100.7 828 507 115.8 828 497 101.6 10 473 523 99.7 473 524 97.0 473 537 107.2 473 526 96.9 11 327 543 99.1 327 544 95.1 327 560 98.2 327 543 95.4 12 155 546 100.2 155 550 96.3 155 559 96.4 155 547 96.2

• Scale scores cannot be compared across grade bands

Table 3.4 Percentage of Students by Performance Level—Listening and Reading

Listening Reading

Grade Count 1 2 3 4 5 D* N* E* Count 1 2 3 4 5 D* N* E*

K 6440 15.3 14.2 58.1 2.2 3.5 6.6 0.1 0.0 6440 18.4 17.9 47.9 4.7 4.4 6.6 0.1 0.1 1 1449 16.6 6.0 29.9 15.6 21.6 10.3 0.1 0.0 1449 38.6 12.6 18.1 9.0 11.4 10.3 0.1 0.0 2 1065 16.3 8.6 25.8 19.4 20.6 9.1 0.1 0.0 1065 36.9 9.9 22.6 8.6 12.8 9.1 0.1 0.0 3 1005 15.1 8.4 21.3 19.2 22.5 11.0 2.5 0.0 1005 34.1 15.2 15.2 9.2 12.6 11.0 2.5 0.1 4 844 20.1 7.7 12.7 18.6 26.5 13.5 0.8 0.0 844 31.6 10.4 15.6 9.7 18.2 13.5 0.7 0.1 5 693 19.2 8.7 10.1 17.9 31.2 12.8 0.1 0.0 693 32.9 10.1 13.7 10.0 20.3 12.8 0.1 0.0 6 674 19.3 7.4 13.4 17.1 30.0 12.8 0.1 0.0 674 31.0 8.8 18.0 11.0 18.4 12.8 0.1 0.0 7 674 21.8 7.0 17.1 11.4 21.7 19.1 1.9 0.0 674 29.7 11.1 18.5 8.3 11.3 19.1 1.9 0.0



Listening Reading


8 645 25.1 8.8 15.5 9.1 19.1 21.9 0.3 0.2 645 35.5 8.1 19.4 5.3 9.5 21.9 0.3 0.2 9 1148 31.1 7.4 14.7 5.5 13.3 27.7 0.2 0.1 1148 37.6 10.7 14.6 4.4 4.7 27.7 0.2 0.0 10 560 25.7 10.9 17.9 10.2 19.8 15.0 0.5 0.0 560 35.5 13.4 21.6 5.0 8.9 15.0 0.5 0.0 11 378 19.3 9.8 21.4 11.9 24.1 13.0 0.5 0.0 378 26.7 16.4 23.8 8.5 11.1 13.0 0.5 0.0 12 168 18.5 7.7 30.4 9.5 26.2 6.0 1.8 0.0 168 23.2 19.0 29.8 3.6 16.7 6.0 1.8 0.0

* D = Proficiency Not Demonstrated; N = Not Attempted; E = Exempted.

Table 3.5 Percentage of Students by Performance Level—Speaking and Writing

Speaking Writing


K 6440 29.9 21.2 25.5 11.3 5.3 6.6 0.1 0.1 6440 60.1 23.0 7.4 1.5 1.2 6.6 0.1 0.1 1 1449 47.9 18.6 4.8 5.8 12.5 10.3 0.1 0.0 1449 45.1 14.8 15.7 5.9 8.1 10.3 0.1 0.0 2 1065 46.2 13.3 8.5 6.5 16.3 9.1 0.1 0.0 1065 37.3 14.6 18.2 7.2 13.4 9.1 0.1 0.0 3 1005 39.3 8.8 8.3 11.4 18.6 11.0 2.5 0.1 1005 36.7 13.3 14.0 6.8 15.4 11.0 2.6 0.1 4 844 32.1 8.2 10.5 6.4 28.4 13.5 0.7 0.1 844 28.8 9.7 20.7 7.8 18.6 13.5 0.7 0.1 5 693 31.5 8.9 7.6 4.9 34.1 12.8 0.1 0.0 693 24.7 11.5 20.8 8.8 21.2 12.8 0.1 0.0 6 674 27.3 8.0 15.4 8.9 27.4 12.8 0.1 0.0 674 24.2 10.8 21.8 7.7 22.6 12.8 0.1 0.0 7 674 26.0 8.0 15.0 6.1 23.9 19.1 1.9 0.0 674 29.2 11.7 15.0 6.2 16.8 19.1 1.9 0.0 8 645 29.3 9.6 11.0 5.6 22.3 21.9 0.3 0.0 645 33.6 10.1 15.8 5.3 13.0 21.9 0.3 0.0 9 1148 32.8 9.8 10.5 3.1 16.0 27.7 0.2 0.0 1148 37.3 10.9 11.3 3.4 9.2 27.7 0.2 0.0 10 560 28.6 13.8 14.6 3.8 23.8 15.0 0.5 0.0 560 33.9 14.1 16.4 5.9 14.1 15.0 0.5 0.0 11 378 20.9 16.1 15.6 5.8 28.0 13.0 0.5 0.0 378 25.4 17.5 20.9 5.8 16.9 13.0 0.5 0.0 12 168 19.6 12.5 27.4 6.5 26.2 6.0 1.8 0.0 168 22.0 25.0 18.5 7.1 19.6 6.0 1.8 0.0




Table 3.6 Percentage of Students by Overall Proficiency Level

Grade Number Tested Emerging Progressing Proficient N* D*

K 6440 25.0 65.9 2.5 0.1 6.6 1 1449 22.2 56.0 11.5 0.1 10.3 2 1065 24.4 49.3 17.1 0.1 9.1 3 1005 23.5 43.8 19.2 2.5 11.0 4 844 27.0 34.8 23.8 0.8 13.5 5 693 27.4 32.2 27.4 0.1 12.8 6 674 25.4 35.9 25.8 0.1 12.8 7 674 27.3 34.9 16.8 1.9 19.1 8 645 32.4 31.3 14.1 0.3 21.9 9 1148 37.3 26.3 8.5 0.2 27.7 10 560 34.3 37.0 13.2 0.5 15.0 11 378 27.2 40.7 18.5 0.5 13.0 12 168 22.6 50.0 19.6 1.8 6.0

* N = All domains are either not-attempted or exempted; D = Proficiency Not Demonstrated.



Figure 3.1 Percentage of Students in Performance Levels



Figure 3.2 Percentage of Students in Proficiency Levels

In the 2018–2019 OELPA screener tests, students who did not have domain exemption proceeded

to Segments 2 and 3 (Step 2) and proceeded to Segment 4 (Step 3) if their raw scores exceeded the

cut score. Therefore, students who exited at Step 3 took more items than those who stopped at Step

2. Table 3.7 summarizes testing time by end step in each grade/grade band for the OELPA screener

tests. Only students who did not have any non-attempted or exempted domains are included in the

summary. As expected, students who ended the test at Step 3 had longer testing times than those

who ended at Step 2. In addition, upper grade tests had longer testing times than the lower grade.



Table 3.7 Testing Time for the 2018–2019 Screener Tests

N of Items Testing Time (Minutes)

End Step Grade/Grade Band

N Students Min Mean Max Mean Min P25 P50 P75 P80 P90 Max

Step 2

K 5457 22 33 33 14.55 3.94 10.66 13.29 16.89 18.01 21.43 77.35 1 720 34 34 34 16.63 4.05 12.80 15.13 19.08 19.90 23.60 53.41

2–3 1032 36 36 36 17.80 7.43 13.64 16.55 20.49 21.71 25.18 65.24 4–5 695 36 38 38 25.28 6.23 18.52 23.93 29.81 31.65 36.98 104.06 6–8 810 29 37 37 30.49 4.47 20.97 27.10 36.85 39.76 48.06 123.74

9–12 1096 17 38 38 36.89 6.95 25.59 33.88 44.85 48.33 56.15 159.49

Step 3

K 538 49 49 49 25.14 12.21 20.08 23.45 28.38 29.83 34.29 62.59 1 569 52 52 52 31.41 16.85 24.62 29.49 36.14 38.02 42.86 88.87

2–3 798 39 54 54 46.51 12.17 36.05 43.56 53.36 56.46 64.87 172.38 4–5 624 41 60 60 51.57 13.63 40.01 48.63 60.31 63.65 71.50 124.95 6–8 804 40 60 60 55.64 20.24 43.62 52.27 64.95 67.96 77.51 160.79

9–12 683 41 60 60 62.40 22.55 45.35 57.96 74.28 78.91 91.78 212.61



In the same procedure as the summative assessment described in Chapter 6 in Part I of the technical

report, the screener reliability for screener tests is assessed using

• marginal reliability based on all students in the state and by subgroup of students;

• marginal standard error of measurement (MSEM);

• conditional standard error of measurement (CSEM); and

• classification accuracy and consistency.

The results for the 2018–2019 OELPA screener assessment are illustrated in this chapter and in

Section 4 of Part II of the appendix:

• Section 4. Screener Assessment—Conditional Standard Error of Measurement (CSEM)

o Figures S4.1–S4.13 show the CSEM plots for each domain, overall, and

comprehension scores. If a test applies to multiple grades, the CSEM plots are

broken down by grade. In 2018–2019 OELPA screener tests, students can end the

test at Step 2 or Step 3. The CSEM plots use different colors to differentiate the

students who ended the test at different steps.

Table 4.1 and Figure 4.1 show the marginal reliability by grade. Kindergarten has lower marginal

reliability than the other grades. Writing has lower marginal reliability at kindergarten and high

school grades but has higher reliability from grades 1–5. Listening has relatively lower reliability

than the other domains in grades 1–5.

As described in Part I, the MSEM is another way to examine score reliability. The ratio of MSEM

and the standard deviation of scale scores can also indicate the measure errors, and the pool

analysis for the ratio is displayed in Figure 4.2.

Table 4.1 Marginal Reliability

Marginal Reliability

Grade N Listening Reading Speaking Writing

K 6006 0.72 0.70 0.76 0.70

1 1299 0.78 0.86 0.83 0.86

2 967 0.82 0.90 0.87 0.90

3 867 0.84 0.91 0.89 0.92

4 723 0.89 0.92 0.92 0.92

5 603 0.90 0.93 0.92 0.93

6 587 0.91 0.90 0.91 0.91

7 532 0.92 0.91 0.92 0.92

8 501 0.92 0.91 0.92 0.92

9 827 0.93 0.92 0.92 0.88

10 473 0.92 0.91 0.91 0.88

11 327 0.91 0.90 0.89 0.87

12 155 0.91 0.90 0.89 0.87



Figure 4.1 Marginal Reliability



Figure 4.2 Ratio of Standard Error of Measurement over Standard Deviation

Table 4.2 presents overall classification accuracy and consistency by domain. Classification

consistency rates can be lower than classification accuracy because consistency is based on two

tests with measurement errors, while accuracy is based on one test with a measurement error and

the true score. The accuracy and consistency rates for each performance level are higher for the

levels with smaller standard error.

Table 4.3 and Figure 4.3 show classification accuracy, and Table 4.4 and Figure 4.4 display the

classification consistency for each cut score. Across the four performance cut scores, the

classification accuracy indices are all above 0.8, denoting that the degree to which we can reliably

differentiate students between adjacent performance levels is typically above 0.8. In terms of

classification consistency, the indices are all above 0.7 in all cuts and all grades. The accuracy

indices in grades 4 and higher are above 0.9 for all domains, except for cut 2 in grade 12 reading

and writing.



Table 4.2 Overall Classification Accuracy and Consistency


Grade Accuracy Consistency Accuracy Consistency Accuracy Consistency Accuracy Consistency

K 0.68 0.56 0.59 0.47 0.57 0.49 0.72 0.63

1 0.61 0.50 0.69 0.61 0.68 0.62 0.72 0.65

2 0.62 0.52 0.73 0.65 0.71 0.65 0.74 0.66

3 0.65 0.55 0.71 0.64 0.70 0.64 0.74 0.67

4 0.71 0.62 0.74 0.67 0.76 0.70 0.75 0.68

5 0.73 0.65 0.75 0.68 0.78 0.72 0.75 0.68

6 0.75 0.66 0.74 0.66 0.74 0.67 0.74 0.65

7 0.75 0.67 0.73 0.66 0.74 0.67 0.75 0.67

8 0.76 0.68 0.78 0.71 0.76 0.70 0.78 0.71

9 0.79 0.72 0.80 0.74 0.79 0.72 0.77 0.70

10 0.74 0.65 0.75 0.68 0.76 0.68 0.71 0.62

11 0.74 0.65 0.71 0.63 0.72 0.64 0.69 0.60

12 0.76 0.67 0.72 0.63 0.71 0.62 0.67 0.60



Table 4.3 Classification Accuracy for Each Cut


Grade Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4

K 0.91 0.84 0.92 0.96 0.88 0.82 0.87 0.94 0.87 0.84 0.88 0.92 0.80 0.95 0.98 0.98

1 0.93 0.91 0.84 0.86 0.90 0.91 0.92 0.93 0.87 0.88 0.89 0.90 0.92 0.91 0.92 0.93

2 0.92 0.92 0.86 0.89 0.92 0.91 0.93 0.94 0.90 0.89 0.91 0.92 0.91 0.91 0.94 0.95

3 0.93 0.94 0.88 0.87 0.92 0.91 0.92 0.93 0.92 0.91 0.90 0.90 0.93 0.93 0.94 0.93

4 0.93 0.94 0.92 0.90 0.93 0.93 0.94 0.93 0.93 0.92 0.92 0.94 0.94 0.94 0.93 0.93

5 0.95 0.93 0.92 0.91 0.93 0.94 0.93 0.92 0.93 0.93 0.94 0.93 0.94 0.94 0.93 0.92

6 0.94 0.95 0.93 0.91 0.94 0.94 0.92 0.92 0.95 0.92 0.92 0.92 0.92 0.93 0.93 0.93

7 0.96 0.94 0.92 0.91 0.95 0.93 0.91 0.92 0.94 0.92 0.92 0.92 0.94 0.93 0.93 0.92

8 0.95 0.95 0.94 0.92 0.96 0.95 0.92 0.93 0.94 0.93 0.93 0.93 0.95 0.94 0.93 0.94

9 0.94 0.95 0.94 0.94 0.94 0.94 0.95 0.96 0.94 0.94 0.95 0.95 0.92 0.93 0.95 0.95

10 0.93 0.94 0.93 0.92 0.93 0.93 0.93 0.94 0.93 0.92 0.94 0.94 0.90 0.92 0.93 0.93

11 0.94 0.94 0.93 0.92 0.93 0.91 0.92 0.93 0.93 0.92 0.92 0.92 0.90 0.90 0.92 0.93

12 0.96 0.94 0.92 0.93 0.93 0.89 0.94 0.93 0.94 0.91 0.91 0.92 0.91 0.87 0.94 0.93

* Cuts 1 to 4 fall between performance levels 1 and 2, 2 and 3, 3 and 4, 4 and 5, respectively.



Figure 4.3 Classification Accuracy



Table 4.4 Classification Consistency for Each Cut


Grade Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4 Cut 1 Cut 2 Cut 3 Cut 4

K 0.87 0.77 0.88 0.94 0.83 0.74 0.82 0.91 0.81 0.77 0.84 0.88 0.72 0.92 0.97 0.98

1 0.90 0.86 0.78 0.81 0.86 0.87 0.89 0.90 0.82 0.83 0.84 0.86 0.88 0.87 0.89 0.90

2 0.88 0.87 0.81 0.84 0.89 0.87 0.90 0.92 0.86 0.85 0.87 0.89 0.87 0.88 0.92 0.93

3 0.91 0.91 0.83 0.83 0.89 0.88 0.89 0.90 0.89 0.87 0.86 0.86 0.90 0.90 0.91 0.91

4 0.91 0.91 0.88 0.86 0.90 0.90 0.91 0.91 0.90 0.89 0.89 0.90 0.91 0.91 0.90 0.90

5 0.92 0.91 0.89 0.88 0.91 0.92 0.90 0.89 0.91 0.90 0.91 0.90 0.91 0.91 0.90 0.89

6 0.92 0.92 0.91 0.88 0.91 0.91 0.88 0.89 0.92 0.89 0.88 0.89 0.89 0.91 0.90 0.90

7 0.94 0.92 0.89 0.87 0.92 0.90 0.88 0.89 0.92 0.90 0.88 0.88 0.91 0.90 0.90 0.89

8 0.92 0.93 0.91 0.89 0.93 0.92 0.89 0.90 0.92 0.91 0.90 0.90 0.92 0.91 0.91 0.91

9 0.92 0.93 0.92 0.92 0.91 0.91 0.93 0.94 0.91 0.91 0.92 0.92 0.88 0.90 0.93 0.93

10 0.90 0.92 0.90 0.89 0.90 0.90 0.90 0.92 0.90 0.89 0.91 0.91 0.86 0.89 0.90 0.90

11 0.92 0.91 0.89 0.88 0.90 0.88 0.89 0.90 0.90 0.88 0.89 0.89 0.86 0.87 0.89 0.90

12 0.94 0.91 0.88 0.90 0.90 0.85 0.91 0.91 0.92 0.87 0.87 0.88 0.87 0.83 0.91 0.90

* Cuts 1 to 4 fall between performance levels 1 and 2, 2 and 3, 3 and 4, 4 and 5, respectively.



Figure 4.4 Classification Consistency



Discussions on the test development, form construction, scaling, equating, and standard setting

can be found in the related documents from ELPA21.

Since the items and the item parameters in the screener tests are from the item pool for summative

tests and the purpose of the screener is for the prediction of students’ English proficiency levels,

instead of evaluating the validity aspects as those for the summative tests, we evaluate the

relationships between the screener and summative tests and summarize the student progress from

the time they took screener tests to the time they took summative tests. The statistical methods and

the results are presented in Section 7.4 of Part I of the technical report. In addition, since OELPA

adopted local TAs for scoring in the 2018–2019 screener assessment, inter-rater analysis is not

conducted.



As with the summative tests, the screener test results are available in the Online Reporting System

(ORS). The detailed introduction for the ORS can be found in Chapter 8 in Part I of the technical

report. Figure 6.1 shows the sample page of the online score report for the 2019 OELPA screener

assessment.



Figure 6.1 Online Score Report Page for ORS User Guide

i

Table of Contents

Section 1: Screener Assessment - Scale Score Summary ................................................................... 1

Table S1.1: Scale Score Summary by Subgroup - Kindergarten .................................................... 2

Table S1.2: Scale Score Summary by Subgroup - Grade 1 ............................................................ 4



Table S1.5: Scale Score Summary by Subgroup - Grade 4 .......................................................... 10





Table S1.10: Scale Score Summary by Subgroup - Grade 9 ........................................................ 20

Table S1.11: Scale Score Summary by Subgroup - Grade 10 ...................................................... 22



Section 2: Screener Assessment - Percentage of Students by Domain Performance Level ............. 27

Table S2.1: Performance Level by Domain - Kindergarten ......................................................... 28

Table S2.1: Performance Level by Domain - Kindergarten(cont.) ............................................... 30

Table S2.2: Performance Level by Domain - Grade 1 .................................................................. 32

Table S2.2: Performance Level by Domain - Grade 1(cont.) ....................................................... 34















ii

Table S2.10: Performance Level by Domain - Grade 9 ................................................................ 56

Table S2.10: Performance Level by Domain - Grade 9(cont.) ..................................................... 57

Table S2.11: Performance Level by Domain - Grade 10 .............................................................. 58

Table S2.11: Performance Level by Domain - Grade 10(cont.) ................................................... 59





Section 3: Screener Assessment - Percentage of Students by Overall Proficiency Level ................ 64

Table S3.1: Overall Proficiency Levels - Kindergarten ................................................................ 65

Table S3.2: Overall Proficiency Levels - Grade 1 ........................................................................ 66








Table S3.10: Overall Proficiency Levels - Grade 9 ...................................................................... 74

Table S3.11: Overall Proficiency Levels - Grade 10 .................................................................... 75



Section 4: Screener Assessment - Conditional Standard Error of Measurement (CSEM) ............... 78

Figure S4.1: Conditional Standard Error of Measurement for Kindergarten ............................... 79

Figure S4.2: Conditional Standard Error of Measurement for Grade 1 ........................................ 80








Figure S4.10: Conditional Standard Error of Measurement for Grade 9 ...................................... 88

Figure S4.11: Conditional Standard Error of Measurement for Grade 10 .................................... 89

iii



1

Section 1: Screener Assessment - Scale Score Summary * The mean and SD are suppressed when the N count is fewer than 10.

2

Table S1.1: Scale Score Summary by Subgroup - Kindergarten


N Mean SD N Mean SD N Mean SD N Mean SD

Domain Total 6011 528 62.6 6007 524 62.7 6006 521 77.3 6007 491 57.7

Gender

Female 2707 531 63.5 2705 528 62.9 2705 525 77.5 2705 492 57.2

Male 2752 525 62.3 2750 521 62.9 2749 517 77.3 2750 490 59.5

Missing 552 526 59.1 552 522 60.2 552 523 75.6 552 486 50.2

Ethnicity

African American 1127 534 56.9 1127 529 58.6 1127 530 72.3 1127 495 56.3

American Indian or Alaskan Native

16 540 41.8 16 537 38.6 16 547 45.1 16 497 51.9

Asian 1474 535 69.5 1473 531 70.0 1473 530 80.9 1473 506 70.2

Hispanic or Latino 1876 517 58.2 1873 515 57.4 1872 507 75.2 1873 477 45.3

Multiple Races 403 528 66.7 403 524 65.9 403 517 78.4 403 490 58.8


Islander

38 509 56.1 38 504 56.4 38 494 72.9 38 478 49.2

Other/Unknown 91 536 59.8 91 534 60.8 91 527 75.1 91 492 59.5

White 984 529 62.5 984 525 62.9 984 524 77.5 984 489 52.9

Missing 2 2 2 2

Other

Gifted 16 610 46.9 16 604 49.5 16 590 71.2 16 609 50.2

IEP 80 496 60.4 79 494 61.8 79 475 72.8 79 473 55.3

Migrant 6 6 6 6

Primary Disability

Autism 13 492 86.1 12 494 89.4 12 482 90.2 12 491 89.0

Developmental delay 0 0 0 0

Emotional disturbance 1 1 1 1

3



Intellectual Disability 4 4 4 4

Multiple disabilities 5 5 5 5

Other health impairment 9 9 9 9

Speech or language

impairment 40 512 44.7 40 507 46.5 40 496 63.2 40 480 39.3

Not Attempted 4 4 4 4

Exempted 0 4 5 4

Overall Score 6011 5200 486.1

Comprehension Score 6011 5425 472.9

4

Table S1.2: Scale Score Summary by Subgroup - Grade 1



Domain Total 1299 524 85.7 1299 506 92.4 1299 506 94.7 1299 504 92.5

Gender

Female 588 534 82.4 588 515 91.7 588 515 92.9 588 514 91.6

Male 614 518 87.5 614 499 93.2 614 498 96.5 614 496 93.9

Missing 97 511 88.5 97 495 88.2 97 499 90.1 97 497 84.8

Ethnicity



5 5 5 5

Asian 384 545 86.0 384 530 97.1 384 523 97.9 384 528 96.7


Multiple Races 96 526 86.5 96 503 91.1 96 501 87.6 96 501 92.6


Islander

11 525 56.6 11 510 79.9 11 535 62.9 11 513 77.8

Other/Unknown 20 491 86.1 20 479 78.7 20 480 79.7 20 477 84.2

White 211 529 87.9 211 514 94.4 211 516 93.6 211 512 95.1

Other

Gifted 16 635 35.1 16 650 39.3 16 602 73.9 16 641 40.7

IEP 13 472 67.6 13 435 62.6 13 450 81.6 13 435 68.1

Migrant 4 4 4 4

Primary Disability

Autism 2 2 2 2



Orthopedic impairment 2 2 2 2

5




Specific learning disability

1 1 1 1

Speech or language

impairment 5 5 5 5


Exempted 0 0 0 0



6




Domain Total 967 498 82.0 967 488 90.4 967 482 101.5 967 484 92.7

Gender

Female 444 505 84.1 444 496 92.3 444 489 104.7 444 491 94.9

Male 455 493 79.5 455 482 87.7 455 476 97.2 455 477 89.8

Missing 68 494 82.6 68 484 92.9 68 484 106.7 68 481 94.6

Ethnicity



4 4 4 4

Asian 230 516 86.3 230 515 92.5 230 499 105.7 230 512 93.3


Multiple Races 75 508 76.7 75 503 81.8 75 497 90.0 75 497 84.9


Islander

7 7 7 7

Other/Unknown 16 472 72.5 16 466 83.8 16 461 98.1 16 462 90.4

White 168 509 83.6 168 497 92.3 168 490 101.9 168 494 94.3

Other

Gifted 12 611 70.7 12 620 61.1 12 578 69.7 12 627 56.1

IEP 5 5 5 5

Migrant 6 6 6 6

Primary Disability

Autism 2 2 2 2



2 2 2 2

7



Speech or language

impairment 1 1 1 1

Traumatic brain injury 0 0 0 0


Exempted 0 0 0 0



8




Domain Total 869 522 95.8 868 522 104.0 868 507 113.9 867 520 105.1

Gender

Female 389 527 95.8 389 527 102.5 389 512 114.5 389 525 104.5

Male 410 516 95.4 409 515 106.0 409 501 114.4 409 513 105.7

Missing 70 533 97.5 70 535 99.2 70 517 107.0 69 531 104.3

Ethnicity



2 2 2 2

Asian 214 534 100.5 213 542 109.4 213 517 119.2 212 541 109.5


Multiple Races 79 560 85.5 79 558 96.0 79 546 103.1 79 558 97.1


Islander

11 506 96.9 11 509 97.4 11 493 124.6 11 513 105.7

Other/Unknown 9 9 9 9

White 139 527 100.7 139 528 106.0 139 512 116.1 139 526 107.8

Other

Gifted 22 660 30.5 22 680 36.7 22 665 30.5 22 681 38.9

IEP 16 485 72.1 15 473 76.7 15 468 73.2 15 458 76.0

Migrant 5 5 5 5

Primary Disability

Autism 4 3 3 3




9





5 5 5 5

Speech or language

impairment 1 1 1 1

Visual impairment 1 1 1 1


Exempted 0 1 1 1



10




Domain Total 723 497 108.2 723 499 105.6 723 509 136.8 723 499 112.6

Gender

Female 338 501 108.9 338 501 106.2 338 513 135.8 338 502 112.9

Male 332 496 108.5 332 500 106.3 332 507 138.9 332 500 113.8

Missing 53 474 100.9 53 480 96.8 53 488 129.2 53 479 103.1

Ethnicity



1 1 1 1

Asian 187 521 107.8 187 521 109.5 187 530 136.3 187 522 114.5


Multiple Races 52 481 104.1 52 478 103.8 52 495 140.0 52 481 113.5


Islander

8 8 8 8


White 123 508 111.1 123 509 106.9 123 524 139.5 123 511 112.9

Other

Gifted 11 654 44.4 11 664 45.4 11 692 38.7 11 670 41.0

IEP 9 9 9 9

Migrant 1 1 1 1

Primary Disability

Autism 0 0 0 0




11




6 6 6 6


Exempted 0 1 1 1



12




Domain Total 603 524 117.5 603 526 117.9 603 536 144.6 603 527 123.2

Gender

Female 270 537 118.0 270 537 118.0 270 549 144.2 270 541 123.9

Male 296 516 117.0 296 518 119.1 296 527 145.3 296 518 123.3

Missing 37 495 110.0 37 498 100.6 37 511 137.0 37 497 107.3

Ethnicity



2 2 2 2

Asian 137 543 119.4 137 541 126.4 137 553 146.3 137 547 127.6


Multiple Races 49 528 115.0 49 530 116.6 49 550 147.0 49 533 119.6


Islander

2 2 2 2


White 104 534 128.0 104 538 129.3 104 557 152.6 104 539 133.8

Other

Gifted 16 715 45.3 16 729 49.6 16 742 29.6 16 728 45.2

IEP 5 5 5 5

Migrant 2 2 2 2

Primary Disability


Hearing Impaired 1 1 1 1



13




2 2 2 2

Speech or language

impairment 1 1 1 1



Exempted 0 0 0 0



14




Domain Total 587 511 103.9 587 514 99.7 587 525 117.4 587 510 105.7

Gender

Female 267 519 104.3 267 520 100.3 267 533 117.3 267 519 107.1

Male 290 503 103.7 290 506 99.1 290 517 118.1 290 501 104.7

Missing 30 521 98.5 30 525 98.2 30 538 109.8 30 515 97.0

Ethnicity



1 1 1 1

Asian 121 550 106.9 121 553 103.3 121 562 113.8 121 551 107.6


Multiple Races 47 483 106.5 47 493 94.2 47 492 133.2 47 483 103.9


Islander

5 5 5 5

Other/Unknown 14 540 100.1 14 544 93.2 14 551 118.4 14 536 98.3

White 95 512 103.8 95 518 98.2 95 537 112.7 95 519 104.4

Other

Gifted 6 6 6 6

IEP 6 6 6 6

Migrant 4 4 4 4

Primary Disability





15




4 4 4 4


Exempted 0 0 0 0



16




Domain Total 532 517 109.2 532 524 105.7 532 528 119.5 532 518 111.5

Gender

Female 241 522 110.8 241 529 106.8 241 532 126.0 241 525 112.6

Male 248 513 108.8 248 519 105.9 248 524 115.6 248 511 111.7

Missing 43 516 104.0 43 523 99.3 43 530 105.9 43 517 104.0

Ethnicity



1 1 1 1

Asian 101 552 106.1 101 559 102.2 101 566 103.8 101 554 104.2


Multiple Races 51 515 104.3 51 521 101.0 51 531 119.3 51 516 108.7


Islander

3 3 3 3

Other/Unknown 12 529 104.1 12 531 98.8 12 537 125.0 12 524 106.3

White 66 530 110.3 66 533 109.1 66 547 114.9 66 530 113.5

Other

Gifted 2 2 2 2

IEP 7 7 7 7

Migrant 5 5 5 5

Primary Disability





17





2 2 2 2



Exempted 0 0 0 0



18




Domain Total 501 515 113.8 501 522 110.5 502 523 124.3 502 517 115.0

Gender

Female 216 519 116.7 216 525 112.4 217 525 130.0 217 521 119.3

Male 253 511 110.6 253 519 107.7 253 521 120.4 253 513 110.7

Missing 32 518 121.3 32 521 122.6 32 523 118.8 32 518 121.7

Ethnicity



1 1 1 1

Asian 90 546 110.8 90 550 108.7 90 559 117.5 90 547 113.9


Multiple Races 42 507 120.1 42 516 117.0 42 527 138.5 42 510 125.1


Islander

5 5 5 5


White 72 513 108.9 72 513 109.1 73 525 115.0 73 516 114.7

Other IEP 8 8 8 8

Migrant 5 5 5 5

Primary Disability

Autism 0 0 0 0





3 3 3 3

19




Exempted 1 1 0 0



20




Domain Total 827 493 105.4 828 496 100.7 828 507 115.8 828 497 101.6

Gender

Female 333 497 104.8 334 501 100.2 334 508 113.9 334 502 100.6

Male 447 486 104.7 447 489 100.1 447 500 116.4 447 490 100.8

Missing 47 528 108.9 47 526 104.3 47 555 114.4 47 533 109.0

Ethnicity



1 1 1 1

Asian 115 568 102.0 116 565 101.1 116 591 98.9 116 567 100.5


Multiple Races 79 467 103.4 79 472 97.8 79 473 116.4 79 471 96.3


Islander

8 8 8 8


White 98 496 106.5 98 499 103.0 98 509 111.8 98 500 103.9

Missing 1 1 1 1

Other IEP 12 529 74.1 12 517 76.5 12 567 35.0 12 519 65.5

Migrant 9 9 9 9

Primary Disability

Autism 1 1 1 1




21





6 6 6 6


Exempted 1 0 0 0



22




Domain Total 473 523 99.7 473 524 97.0 473 537 107.2 473 526 96.9

Gender

Female 229 527 101.0 229 529 97.5 229 542 108.1 229 532 97.9

Male 203 523 96.2 203 523 93.5 203 535 104.5 203 523 93.1

Missing 41 507 109.5 41 505 110.0 41 522 116.1 41 509 109.0

Ethnicity



2 2 2 2

Asian 91 563 87.7 91 564 84.9 91 578 92.1 91 560 89.3


Multiple Races 51 504 111.4 51 504 105.6 51 522 120.6 51 510 105.1


Islander

9 9 9 9


White 49 536 103.6 49 535 100.5 49 556 107.3 49 536 99.6

Other IEP 4 4 4 4

Migrant 2 2 2 2

Primary Disability

Autism 0 0 0 0





6 6 6 6

23




Exempted 0 0 0 0



24




Domain Total 327 543 99.1 327 544 95.1 327 560 98.2 327 543 95.4

Gender

Female 159 539 96.2 159 543 91.1 159 556 96.0 159 540 92.6

Male 143 541 100.1 143 540 96.6 143 559 99.1 143 540 96.3

Missing 25 576 109.4 25 581 107.3 25 591 105.5 25 574 105.3

Ethnicity


Asian 75 567 97.4 75 567 93.7 75 584 97.6 75 566 92.9


Multiple Races 8 8 8 8


Islander

4 4 4 4


White 60 549 104.9 60 551 101.3 60 566 103.1 60 546 98.2

Other IEP 4 4 4 4

Migrant 1 1 1 1

Primary Disability

Autism 1 1 1 1




1 1 1 1

Speech or language

impairment 1 1 1 1


25




Exempted 0 0 0 0



26




Domain Total 155 546 100.2 155 550 96.3 155 559 96.4 155 547 96.2

Gender

Female 81 557 106.5 81 563 98.8 81 575 97.3 81 562 100.8

Male 67 535 94.6 67 536 95.2 67 544 96.7 67 533 91.8

Missing 7 7 7 7

Ethnicity



1 1 1 1

Asian 43 567 99.7 43 573 89.9 43 582 93.2 43 564 95.0


Multiple Races 4 4 4 4


Islander

1 1 1 1


White 30 566 112.2 30 570 110.0 30 576 112.9 30 565 106.3

Other IEP 1 1 1 1

Primary Disability


1 1 1 1


Exempted 0 0 0 0



27

Section 2: Screener Assessment - Percentage of Students by

Domain Performance Level

28

Table S2.1: Performance Level by Domain - Kindergarten

Listening Reading

Count 1 2 3 4 5 D* N* E* Count 1 2 3 4 5 D* N* E*

Total 6440 15.3 14.2 58.1 2.2 3.5 6.6 0.1 0.0 6440 18.4 17.9 47.9 4.7 4.4 6.6 0.1 0.1

Gender

Female 2885 14.6 12.8 60.5 1.8 4.1 6.1 0.1 0.0 2885 16.8 16.6 50.9 4.6 4.9 6.1 0.1 0.1

Male 2978 15.6 15.6 55.3 2.6 3.3 7.5 0.1 0.0 2978 19.5 19.3 44.6 4.6 4.3 7.5 0.1 0.1

Missing 577 17.0 14.2 60.7 1.6 2.3 4.3 0.0 0.0 577 20.8 17.5 49.6 5.4 2.4 4.3 0.0 0.0

Ethnicity

African American 1180 10.7 15.2 63.7 3.0 3.0 4.5 0.0 0.0 1180 15.3 18.2 51.6 6.5 3.9 4.5 0.0 0.0

American Indian or Alaskan Native 17 5.9 11.8 70.6 5.9 0.0 5.9 0.0 0.0 17 5.9 17.6 64.7 0.0 5.9 5.9 0.0 0.0

Asian 1549 15.4 13.4 55.9 3.6 6.8 4.8 0.0 0.0 1549 18.1 16.5 46.7 5.4 8.4 4.8 0.0 0.1

Hispanic or Latino 2023 17.9 15.3 57.4 0.6 1.4 7.2 0.1 0.0 2023 20.8 19.6 47.8 2.6 1.7 7.2 0.1 0.1

Multiple Races 487 13.8 11.9 51.5 2.1 3.5 17.2 0.0 0.0 487 15.8 16.2 43.1 3.1 4.5 17.2 0.0 0.0


Islander 39 20.5 25.6 48.7 0.0 2.6 2.6 0.0 0.0 39 33.3 23.1 35.9 2.6 2.6 2.6 0.0 0.0

Other/Unknown 95 13.7 12.6 63.2 2.1 4.2 4.2 0.0 0.0 95 15.8 13.7 51.6 9.5 5.3 4.2 0.0 0.0

White 1048 16.1 12.9 59.4 2.1 3.4 5.9 0.2 0.0 1048 18.9 17.2 47.5 6.1 4.2 5.9 0.2 0.0

Missing 2 0.0 50.0 50.0 0.0 0.0 0.0 0.0 0.0 2 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0

Other

Gifted 17 0.0 0.0 47.1 23.5 23.5 5.9 0.0 0.0 17 0.0 5.9 29.4 17.6 41.2 5.9 0.0 0.0

IEP 94 23.4 20.2 40.4 1.1 0.0 14.9 0.0 0.0 94 25.5 22.3 34.0 1.1 1.1 14.9 0.0 1.1

Migrant 7 14.3 42.9 28.6 0.0 0.0 14.3 0.0 0.0 7 42.9 14.3 14.3 14.3 0.0 14.3 0.0 0.0

Primary Disability

Autism 21 19.0 14.3 23.8 4.8 0.0 38.1 0.0 0.0 21 14.3 19.0 19.0 0.0 4.8 38.1 0.0 4.8

Developmental delay 2 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 2 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0

Emotional disturbance 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0

Intellectual Disability 4 75.0 0.0 25.0 0.0 0.0 0.0 0.0 0.0 4 75.0 0.0 25.0 0.0 0.0 0.0 0.0 0.0

Multiple disabilities 9 44.4 0.0 11.1 0.0 0.0 44.4 0.0 0.0 9 44.4 0.0 11.1 0.0 0.0 44.4 0.0 0.0

29

Listening Reading


Other health impairment 9 22.2 33.3 44.4 0.0 0.0 0.0 0.0 0.0 9 22.2 44.4 22.2 11.1 0.0 0.0 0.0 0.0

Speech or language

impairment 40 15.0 22.5 62.5 0.0 0.0 0.0 0.0 0.0 40 20.0 25.0 55.0 0.0 0.0 0.0 0.0 0.0


30

Table S2.1: Performance Level by Domain - Kindergarten(cont.)

Speaking Writing


Total 6440 29.9 21.2 25.5 11.3 5.3 6.6 0.1 0.1 6440 60.1 23.0 7.4 1.5 1.2 6.6 0.1 0.1

Gender

Female 2885 28.8 20.9 26.0 12.2 5.8 6.1 0.1 0.1 2885 59.9 23.8 7.2 1.5 1.4 6.1 0.1 0.1

Male 2978 31.2 21.4 24.7 9.9 5.1 7.5 0.1 0.1 2978 59.8 21.8 7.9 1.5 1.3 7.5 0.1 0.1

Missing 577 28.8 21.8 27.6 13.3 4.2 4.3 0.0 0.0 577 63.1 25.8 5.5 0.9 0.3 4.3 0.0 0.0

Ethnicity



Asian 1549 27.1 22.3 25.4 10.7 9.6 4.8 0.0 0.1 1549 52.7 22.9 13.6 3.2 2.6 4.8 0.0 0.1


Multiple Races 487 28.3 19.5 21.4 8.8 4.7 17.2 0.0 0.0 487 55.0 19.1 5.5 1.4 1.6 17.2 0.0 0.0


Islander 39 43.6 17.9 30.8 2.6 2.6 2.6 0.0 0.0 39 66.7 25.6 2.6 2.6 0.0 2.6 0.0 0.0

Other/Unknown 95 29.5 24.2 20.0 16.8 5.3 4.2 0.0 0.0 95 65.3 18.9 8.4 3.2 0.0 4.2 0.0 0.0

White 1048 30.6 18.4 25.5 14.3 5.1 5.9 0.2 0.0 1048 59.0 26.8 6.0 1.3 0.8 5.9 0.2 0.0

Missing 2 50.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Other

Gifted 17 5.9 5.9 29.4 11.8 41.2 5.9 0.0 0.0 17 0.0 11.8 52.9 29.4 0.0 5.9 0.0 0.0

IEP 94 44.7 14.9 23.4 1.1 0.0 14.9 0.0 1.1 94 61.7 17.0 4.3 1.1 0.0 14.9 0.0 1.1

Migrant 7 57.1 0.0 14.3 14.3 0.0 14.3 0.0 0.0 7 71.4 14.3 0.0 0.0 0.0 14.3 0.0 0.0

Primary Disability

Autism 21 23.8 9.5 23.8 0.0 0.0 38.1 0.0 4.8 21 38.1 9.5 4.8 4.8 0.0 38.1 0.0 4.8





31

Speaking Writing



Speech or language

impairment 40 40.0 25.0 35.0 0.0 0.0 0.0 0.0 0.0 40 70.0 25.0 5.0 0.0 0.0 0.0 0.0 0.0


32

Table S2.2: Performance Level by Domain - Grade 1

Listening Reading


Total 1449 16.6 6.0 29.9 15.6 21.6 10.3 0.1 0.0 1449 38.6 12.6 18.1 9.0 11.4 10.3 0.1 0.0

Gender

Female 656 13.7 5.2 29.3 17.8 23.6 10.4 0.0 0.0 656 35.2 12.0 19.7 10.1 12.7 10.4 0.0 0.0

Male 686 18.7 6.6 29.7 14.1 20.4 10.3 0.1 0.0 686 41.3 12.5 17.2 8.2 10.3 10.3 0.1 0.0

Missing 107 20.6 7.5 34.6 11.2 16.8 9.3 0.0 0.0 107 43.0 15.9 14.0 7.5 10.3 9.3 0.0 0.0

Ethnicity



Asian 414 12.8 6.5 24.4 16.4 32.6 7.2 0.0 0.0 414 31.2 10.6 19.8 12.6 18.6 7.2 0.0 0.0


Multiple Races 124 12.9 5.6 21.8 21.0 16.1 22.6 0.0 0.0 124 32.3 10.5 19.4 5.6 9.7 22.6 0.0 0.0


Islander 11 0.0 18.2 54.5 18.2 9.1 0.0 0.0 0.0 11 36.4 36.4 9.1 0.0 18.2 0.0 0.0 0.0

Other/Unknown 21 33.3 9.5 28.6 4.8 19.0 4.8 0.0 0.0 21 61.9 4.8 14.3 9.5 4.8 4.8 0.0 0.0

White 248 13.7 6.9 28.6 12.1 23.8 14.5 0.4 0.0 248 35.1 11.7 15.7 10.5 12.1 14.5 0.4 0.0

Other

Gifted 16 0.0 0.0 0.0 25.0 75.0 0.0 0.0 0.0 16 0.0 0.0 12.5 6.3 81.3 0.0 0.0 0.0

IEP 15 33.3 20.0 20.0 6.7 6.7 6.7 6.7 0.0 15 66.7 13.3 6.7 0.0 0.0 6.7 6.7 0.0

Migrant 4 50.0 0.0 0.0 50.0 0.0 0.0 0.0 0.0 4 50.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0



Orthopedic impairment 2 0.0 50.0 50.0 0.0 0.0 0.0 0.0 0.0 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0


Specific learning disability 2 50.0 0.0 0.0 0.0 0.0 0.0 50.0 0.0 2 50.0 0.0 0.0 0.0 0.0 0.0 50.0 0.0

33

Listening Reading


Speech or language

impairment 5 0.0 20.0 40.0 20.0 20.0 0.0 0.0 0.0 5 40.0 40.0 20.0 0.0 0.0 0.0 0.0 0.0


34

Table S2.2: Performance Level by Domain - Grade 1(cont.)

Speaking Writing


Total 1449 47.9 18.6 4.8 5.8 12.5 10.3 0.1 0.0 1449 45.1 14.8 15.7 5.9 8.1 10.3 0.1 0.0

Gender

Female 656 42.8 20.4 6.3 6.3 13.9 10.4 0.0 0.0 656 40.2 17.4 16.6 5.9 9.5 10.4 0.0 0.0

Male 686 51.7 17.2 3.5 5.5 11.5 10.3 0.1 0.0 686 48.7 12.1 15.7 6.1 6.9 10.3 0.1 0.0

Missing 107 54.2 16.8 4.7 4.7 10.3 9.3 0.0 0.0 107 52.3 15.9 10.3 3.7 8.4 9.3 0.0 0.0

Ethnicity



Asian 414 41.5 18.1 6.8 5.8 20.5 7.2 0.0 0.0 414 37.4 14.7 17.9 9.9 12.8 7.2 0.0 0.0


Multiple Races 124 44.4 18.5 3.2 4.0 7.3 22.6 0.0 0.0 124 37.1 14.5 15.3 4.0 6.5 22.6 0.0 0.0


Islander 11 45.5 36.4 0.0 0.0 18.2 0.0 0.0 0.0 11 45.5 27.3 9.1 9.1 9.1 0.0 0.0 0.0

Other/Unknown 21 71.4 4.8 4.8 9.5 4.8 4.8 0.0 0.0 21 66.7 4.8 19.0 0.0 4.8 4.8 0.0 0.0

White 248 44.4 16.1 2.4 6.5 15.7 14.5 0.4 0.0 248 41.5 11.7 15.3 7.3 9.3 14.5 0.4 0.0

Other

Gifted 16 12.5 12.5 12.5 6.3 56.3 0.0 0.0 0.0 16 0.0 0.0 12.5 37.5 50.0 0.0 0.0 0.0

IEP 15 73.3 6.7 6.7 0.0 0.0 6.7 6.7 0.0 15 66.7 13.3 6.7 0.0 0.0 6.7 6.7 0.0

Migrant 4 75.0 25.0 0.0 0.0 0.0 0.0 0.0 0.0 4 50.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0



Orthopedic impairment 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0



35

Speaking Writing


Speech or language

impairment 5 60.0 20.0 20.0 0.0 0.0 0.0 0.0 0.0 5 40.0 40.0 20.0 0.0 0.0 0.0 0.0 0.0


36


Listening Reading


Total 1065 16.3 8.6 25.8 19.4 20.6 9.1 0.1 0.0 1065 36.9 9.9 22.6 8.6 12.8 9.1 0.1 0.0

Gender

Female 490 14.9 9.6 23.7 18.2 24.3 9.4 0.0 0.0 490 34.1 11.4 20.6 9.8 14.7 9.4 0.0 0.0

Male 505 17.4 7.5 27.5 20.8 16.8 9.7 0.2 0.0 505 39.0 8.5 24.8 7.7 10.1 9.7 0.2 0.0

Missing 70 18.6 10.0 28.6 18.6 21.4 2.9 0.0 0.0 70 41.4 8.6 21.4 7.1 18.6 2.9 0.0 0.0

Ethnicity



Asian 244 13.1 10.2 20.5 19.7 30.7 5.7 0.0 0.0 244 27.5 10.7 23.8 13.5 18.9 5.7 0.0 0.0


Multiple Races 102 12.7 3.9 16.7 21.6 18.6 26.5 0.0 0.0 102 20.6 11.8 22.5 7.8 10.8 26.5 0.0 0.0


Islander 7 0.0 28.6 42.9 28.6 0.0 0.0 0.0 0.0 7 42.9 14.3 42.9 0.0 0.0 0.0 0.0 0.0

Other/Unknown 17 23.5 11.8 35.3 17.6 5.9 5.9 0.0 0.0 17 47.1 0.0 35.3 5.9 5.9 5.9 0.0 0.0

White 175 16.0 7.4 23.4 21.7 27.4 4.0 0.0 0.0 175 36.0 7.4 27.4 8.6 16.6 4.0 0.0 0.0

Other

Gifted 12 8.3 0.0 0.0 0.0 91.7 0.0 0.0 0.0 12 0.0 8.3 0.0 16.7 75.0 0.0 0.0 0.0

IEP 7 14.3 0.0 28.6 28.6 0.0 28.6 0.0 0.0 7 28.6 14.3 28.6 0.0 0.0 28.6 0.0 0.0

Migrant 6 0.0 16.7 50.0 16.7 16.7 0.0 0.0 0.0 6 16.7 50.0 16.7 0.0 16.7 0.0 0.0 0.0

Primary Disability

Autism 2 50.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0 2 50.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0



Speech or language

impairment 2 0.0 0.0 0.0 50.0 0.0 50.0 0.0 0.0 2 0.0 0.0 50.0 0.0 0.0 50.0 0.0 0.0

Traumatic brain injury 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0


37


Speaking Writing


Total 1065 46.2 13.3 8.5 6.5 16.3 9.1 0.1 0.0 1065 37.3 14.6 18.2 7.2 13.4 9.1 0.1 0.0

Gender

Female 490 42.4 13.7 8.8 7.1 18.6 9.4 0.0 0.0 490 35.1 14.5 17.6 8.0 15.5 9.4 0.0 0.0

Male 505 49.7 12.9 8.3 6.1 13.1 9.7 0.2 0.0 505 38.4 15.0 19.2 6.5 10.9 9.7 0.2 0.0

Missing 70 47.1 14.3 7.1 4.3 24.3 2.9 0.0 0.0 70 44.3 12.9 15.7 7.1 17.1 2.9 0.0 0.0

Ethnicity



Asian 244 45.9 8.6 7.4 8.6 23.8 5.7 0.0 0.0 244 28.3 12.7 23.0 11.1 19.3 5.7 0.0 0.0


Multiple Races 102 32.4 9.8 9.8 10.8 10.8 26.5 0.0 0.0 102 23.5 14.7 19.6 4.9 10.8 26.5 0.0 0.0


Islander 7 71.4 14.3 14.3 0.0 0.0 0.0 0.0 0.0 7 57.1 14.3 28.6 0.0 0.0 0.0 0.0 0.0

Other/Unknown 17 52.9 5.9 17.6 11.8 5.9 5.9 0.0 0.0 17 47.1 11.8 17.6 5.9 11.8 5.9 0.0 0.0

White 175 44.6 17.7 8.6 6.3 18.9 4.0 0.0 0.0 175 37.7 10.3 22.3 8.0 17.7 4.0 0.0 0.0

Other

Gifted 12 8.3 16.7 25.0 0.0 50.0 0.0 0.0 0.0 12 0.0 8.3 0.0 8.3 83.3 0.0 0.0 0.0

IEP 7 42.9 28.6 0.0 0.0 0.0 28.6 0.0 0.0 7 42.9 0.0 28.6 0.0 0.0 28.6 0.0 0.0

Migrant 6 33.3 16.7 33.3 16.7 0.0 0.0 0.0 0.0 6 16.7 50.0 16.7 0.0 16.7 0.0 0.0 0.0

Primary Disability

Autism 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 50.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0



Speech or language

impairment 2 0.0 50.0 0.0 0.0 0.0 50.0 0.0 0.0 2 0.0 0.0 50.0 0.0 0.0 50.0 0.0 0.0



38


Listening Reading


Total 1005 15.1 8.4 21.3 19.2 22.5 11.0 2.5 0.0 1005 34.1 15.2 15.2 9.2 12.6 11.0 2.5 0.1

Gender

Female 454 15.2 7.0 19.8 20.5 23.1 11.9 2.4 0.0 454 31.3 15.6 17.8 7.5 13.4 11.9 2.4 0.0

Male 472 15.5 9.7 23.1 18.0 20.6 10.2 3.0 0.0 472 37.3 15.0 12.7 9.5 12.1 10.2 3.0 0.2

Missing 79 12.7 7.6 19.0 19.0 30.4 11.4 0.0 0.0 79 31.6 13.9 15.2 16.5 11.4 11.4 0.0 0.0

Ethnicity



Asian 225 13.8 8.9 21.3 20.4 30.7 4.9 0.0 0.0 225 33.3 14.7 14.2 12.9 19.6 4.9 0.0 0.4


Multiple Races 106 4.7 5.7 15.1 19.8 29.2 23.6 1.9 0.0 106 18.9 14.2 14.2 9.4 17.9 23.6 1.9 0.0


Islander 11 27.3 0.0 36.4 27.3 9.1 0.0 0.0 0.0 11 36.4 27.3 27.3 0.0 9.1 0.0 0.0 0.0

Other/Unknown 9 22.2 0.0 55.6 0.0 22.2 0.0 0.0 0.0 9 55.6 22.2 0.0 11.1 11.1 0.0 0.0 0.0

White 170 14.1 9.4 17.6 15.9 24.7 12.4 5.9 0.0 170 33.5 11.8 11.8 7.6 17.1 12.4 5.9 0.0

Other

Gifted 22 0.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 22 0.0 0.0 0.0 18.2 81.8 0.0 0.0 0.0

IEP 30 6.7 6.7 33.3 3.3 3.3 30.0 16.7 0.0 30 26.7 16.7 3.3 3.3 0.0 30.0 16.7 3.3

Migrant 5 20.0 0.0 40.0 20.0 20.0 0.0 0.0 0.0 5 40.0 20.0 0.0 40.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 6 16.7 0.0 50.0 0.0 0.0 33.3 0.0 0.0 6 33.3 0.0 16.7 0.0 0.0 33.3 0.0 16.7






39

Listening Reading


Speech or language

impairment 1 0.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0

Visual impairment 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0


40


Speaking Writing


Total 1005 39.3 8.8 8.3 11.4 18.6 11.0 2.5 0.1 1005 36.7 13.3 14.0 6.8 15.4 11.0 2.6 0.1

Gender

Female 454 37.7 8.4 7.9 11.5 20.3 11.9 2.4 0.0 454 34.6 13.4 15.9 5.7 16.1 11.9 2.4 0.0

Male 472 41.7 9.1 8.1 10.0 17.8 10.2 3.0 0.2 472 39.6 12.7 12.7 7.2 14.4 10.2 3.0 0.2

Missing 79 34.2 8.9 11.4 20.3 13.9 11.4 0.0 0.0 79 31.6 16.5 11.4 10.1 17.7 11.4 1.3 0.0

Ethnicity



Asian 225 42.7 6.2 8.9 10.2 26.7 4.9 0.0 0.4 225 35.1 15.1 13.8 5.3 24.9 4.9 0.4 0.4


Multiple Races 106 23.6 9.4 4.7 13.2 23.6 23.6 1.9 0.0 106 19.8 13.2 11.3 8.5 21.7 23.6 1.9 0.0


Islander 11 45.5 18.2 0.0 18.2 18.2 0.0 0.0 0.0 11 45.5 18.2 18.2 9.1 9.1 0.0 0.0 0.0

Other/Unknown 9 55.6 22.2 0.0 11.1 11.1 0.0 0.0 0.0 9 55.6 22.2 0.0 11.1 11.1 0.0 0.0 0.0

White 170 36.5 7.1 8.2 8.8 21.2 12.4 5.9 0.0 170 35.3 9.4 14.1 3.5 19.4 12.4 5.9 0.0

Other

Gifted 22 0.0 0.0 0.0 9.1 90.9 0.0 0.0 0.0 22 0.0 0.0 0.0 13.6 86.4 0.0 0.0 0.0

IEP 30 33.3 10.0 3.3 3.3 0.0 30.0 16.7 3.3 30 36.7 6.7 3.3 3.3 0.0 30.0 16.7 3.3

Migrant 5 40.0 0.0 20.0 40.0 0.0 0.0 0.0 0.0 5 40.0 20.0 20.0 20.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 6 33.3 16.7 0.0 0.0 0.0 33.3 0.0 16.7 6 33.3 0.0 16.7 0.0 0.0 33.3 0.0 16.7






41

Speaking Writing


Speech or language

impairment 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0

Visual impairment 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0


42


Listening Reading


Total 844 20.1 7.7 12.7 18.6 26.5 13.5 0.8 0.0 844 31.6 10.4 15.6 9.7 18.2 13.5 0.7 0.1

Gender

Female 386 20.2 7.5 14.2 16.6 29.0 11.9 0.5 0.0 386 32.4 9.8 15.8 11.4 18.1 11.9 0.5 0.0

Male 399 19.5 6.8 11.3 20.3 25.3 15.5 1.3 0.0 399 29.6 10.0 16.0 8.8 18.8 15.5 1.0 0.3

Missing 59 23.7 15.3 11.9 20.3 18.6 10.2 0.0 0.0 59 40.7 16.9 11.9 5.1 15.3 10.2 0.0 0.0

Ethnicity



Asian 201 12.9 11.9 13.4 19.9 34.8 7.0 0.0 0.0 201 29.4 12.9 12.4 11.4 26.9 7.0 0.0 0.0


Multiple Races 75 17.3 6.7 12.0 16.0 17.3 29.3 1.3 0.0 75 28.0 9.3 16.0 4.0 12.0 29.3 1.3 0.0


Islander 8 25.0 0.0 0.0 50.0 25.0 0.0 0.0 0.0 8 25.0 12.5 25.0 12.5 25.0 0.0 0.0 0.0

Other/Unknown 9 22.2 11.1 11.1 44.4 11.1 0.0 0.0 0.0 9 33.3 11.1 44.4 0.0 11.1 0.0 0.0 0.0

White 137 18.2 10.9 13.1 18.2 29.2 8.8 1.5 0.0 137 36.5 9.5 15.3 6.6 21.9 8.8 0.7 0.7

Other

Gifted 12 0.0 0.0 0.0 0.0 91.7 8.3 0.0 0.0 12 0.0 0.0 0.0 0.0 91.7 8.3 0.0 0.0

IEP 14 21.4 14.3 14.3 14.3 0.0 35.7 0.0 0.0 14 28.6 14.3 21.4 0.0 0.0 35.7 0.0 0.0

Migrant 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 3 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 3 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






43


Speaking Writing


Total 844 32.1 8.2 10.5 6.4 28.4 13.5 0.7 0.1 844 28.8 9.7 20.7 7.8 18.6 13.5 0.7 0.1

Gender

Female 386 32.4 9.3 10.1 6.0 29.8 11.9 0.5 0.0 386 29.0 11.1 19.4 9.3 18.7 11.9 0.5 0.0

Male 399 30.1 7.5 11.0 6.0 28.6 15.5 1.0 0.3 399 27.1 8.5 21.8 6.3 19.5 15.5 1.0 0.3

Missing 59 44.1 5.1 10.2 11.9 18.6 10.2 0.0 0.0 59 39.0 8.5 22.0 8.5 11.9 10.2 0.0 0.0

Ethnicity



Asian 201 31.8 9.5 9.5 7.0 35.3 7.0 0.0 0.0 201 24.4 13.9 20.9 5.0 28.9 7.0 0.0 0.0


Multiple Races 75 26.7 8.0 6.7 4.0 24.0 29.3 1.3 0.0 75 25.3 5.3 20.0 5.3 13.3 29.3 1.3 0.0


Islander 8 37.5 25.0 0.0 0.0 37.5 0.0 0.0 0.0 8 25.0 12.5 12.5 25.0 25.0 0.0 0.0 0.0

Other/Unknown 9 33.3 11.1 11.1 22.2 22.2 0.0 0.0 0.0 9 33.3 22.2 22.2 11.1 11.1 0.0 0.0 0.0

White 137 35.0 8.0 8.8 2.2 35.8 8.8 0.7 0.7 137 30.7 10.9 16.8 6.6 24.8 8.8 0.7 0.7

Other

Gifted 12 0.0 0.0 0.0 0.0 91.7 8.3 0.0 0.0 12 0.0 0.0 0.0 0.0 91.7 8.3 0.0 0.0

IEP 14 35.7 7.1 14.3 7.1 0.0 35.7 0.0 0.0 14 35.7 0.0 28.6 0.0 0.0 35.7 0.0 0.0

Migrant 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 3 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 3 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






44


Listening Reading


Total 693 19.2 8.7 10.1 17.9 31.2 12.8 0.1 0.0 693 32.9 10.1 13.7 10.0 20.3 12.8 0.1 0.0

Gender

Female 302 17.9 5.3 9.9 18.9 37.4 10.3 0.3 0.0 302 29.5 9.9 14.6 12.9 22.5 10.3 0.3 0.0

Male 348 19.8 10.6 10.6 17.0 27.0 14.9 0.0 0.0 348 35.1 10.3 12.4 8.0 19.3 14.9 0.0 0.0

Missing 43 23.3 16.3 7.0 18.6 20.9 14.0 0.0 0.0 43 39.5 9.3 18.6 4.7 14.0 14.0 0.0 0.0

Ethnicity



Asian 144 14.6 12.5 16.7 11.8 39.6 4.9 0.0 0.0 144 38.9 9.0 10.4 6.9 29.9 4.9 0.0 0.0


Multiple Races 63 17.5 4.8 4.8 20.6 30.2 22.2 0.0 0.0 63 22.2 12.7 11.1 15.9 15.9 22.2 0.0 0.0


Islander 2 50.0 0.0 50.0 0.0 0.0 0.0 0.0 0.0 2 50.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0

Other/Unknown 9 22.2 0.0 22.2 22.2 33.3 0.0 0.0 0.0 9 33.3 22.2 11.1 0.0 33.3 0.0 0.0 0.0

White 112 17.9 12.5 10.7 13.4 38.4 7.1 0.0 0.0 112 33.9 8.9 12.5 8.9 28.6 7.1 0.0 0.0

Other

Gifted 16 0.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 16 0.0 0.0 6.3 0.0 93.8 0.0 0.0 0.0

IEP 9 33.3 0.0 22.2 0.0 0.0 33.3 11.1 0.0 9 33.3 22.2 0.0 0.0 0.0 33.3 11.1 0.0

Migrant 2 0.0 0.0 50.0 0.0 50.0 0.0 0.0 0.0 2 0.0 50.0 0.0 50.0 0.0 0.0 0.0 0.0

Primary Disability


Hearing Impaired 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0




Speech or language

impairment 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

45

Listening Reading




46


Speaking Writing


Total 693 31.5 8.9 7.6 4.9 34.1 12.8 0.1 0.0 693 24.7 11.5 20.8 8.8 21.2 12.8 0.1 0.0

Gender

Female 302 28.5 7.0 9.9 5.0 39.1 10.3 0.3 0.0 302 22.2 9.6 21.2 11.3 25.2 10.3 0.3 0.0

Male 348 33.6 9.8 6.3 4.9 30.5 14.9 0.0 0.0 348 26.4 12.4 20.1 7.2 19.0 14.9 0.0 0.0

Missing 43 34.9 16.3 2.3 4.7 27.9 14.0 0.0 0.0 43 27.9 18.6 23.3 4.7 11.6 14.0 0.0 0.0

Ethnicity



Asian 144 34.7 10.4 7.6 4.2 38.2 4.9 0.0 0.0 144 20.8 18.1 18.8 7.6 29.9 4.9 0.0 0.0


Multiple Races 63 20.6 4.8 12.7 7.9 31.7 22.2 0.0 0.0 63 20.6 4.8 22.2 14.3 15.9 22.2 0.0 0.0


Islander 2 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 50.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0

Other/Unknown 9 44.4 22.2 0.0 0.0 33.3 0.0 0.0 0.0 9 22.2 22.2 22.2 11.1 22.2 0.0 0.0 0.0

White 112 29.5 8.9 6.3 3.6 44.6 7.1 0.0 0.0 112 25.0 8.9 20.5 8.0 30.4 7.1 0.0 0.0

Other

Gifted 16 0.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 16 0.0 0.0 0.0 6.3 93.8 0.0 0.0 0.0

IEP 9 44.4 0.0 11.1 0.0 0.0 33.3 11.1 0.0 9 22.2 33.3 0.0 0.0 0.0 33.3 11.1 0.0

Migrant 2 50.0 0.0 0.0 0.0 50.0 0.0 0.0 0.0 2 0.0 50.0 0.0 0.0 50.0 0.0 0.0 0.0

Primary Disability






Speech or language

impairment 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

47

Speaking Writing




48


Listening Reading


Total 674 19.3 7.4 13.4 17.1 30.0 12.8 0.1 0.0 674 31.0 8.8 18.0 11.0 18.4 12.8 0.1 0.0

Gender

Female 306 19.3 6.5 11.1 15.0 35.3 12.7 0.0 0.0 306 30.4 7.2 16.7 12.4 20.6 12.7 0.0 0.0

Male 335 19.1 8.7 15.5 18.8 24.5 13.1 0.3 0.0 335 31.9 10.4 18.5 9.6 16.1 13.1 0.3 0.0

Missing 33 21.2 3.0 12.1 18.2 36.4 9.1 0.0 0.0 33 27.3 6.1 24.2 12.1 21.2 9.1 0.0 0.0

Ethnicity



Asian 128 11.7 4.7 17.2 15.6 45.3 5.5 0.0 0.0 128 22.7 8.6 14.8 13.3 35.2 5.5 0.0 0.0


Multiple Races 72 26.4 2.8 6.9 8.3 20.8 33.3 1.4 0.0 72 27.8 5.6 11.1 13.9 6.9 33.3 1.4 0.0


Islander 6 0.0 16.7 16.7 33.3 16.7 16.7 0.0 0.0 6 16.7 16.7 33.3 0.0 16.7 16.7 0.0 0.0

Other/Unknown 15 13.3 6.7 6.7 20.0 46.7 6.7 0.0 0.0 15 20.0 13.3 13.3 26.7 20.0 6.7 0.0 0.0

White 109 16.5 11.9 12.8 15.6 30.3 12.8 0.0 0.0 109 29.4 11.0 20.2 6.4 20.2 12.8 0.0 0.0

Other

Gifted 6 0.0 0.0 0.0 33.3 66.7 0.0 0.0 0.0 6 0.0 0.0 16.7 16.7 66.7 0.0 0.0 0.0

IEP 8 0.0 0.0 50.0 25.0 0.0 25.0 0.0 0.0 8 37.5 25.0 12.5 0.0 0.0 25.0 0.0 0.0

Migrant 4 0.0 25.0 25.0 25.0 25.0 0.0 0.0 0.0 4 25.0 25.0 25.0 0.0 25.0 0.0 0.0 0.0

Primary Disability







49


Speaking Writing


Total 674 27.3 8.0 15.4 8.9 27.4 12.8 0.1 0.0 674 24.2 10.8 21.8 7.7 22.6 12.8 0.1 0.0

Gender

Female 306 24.5 8.5 15.4 9.5 29.4 12.7 0.0 0.0 306 22.9 10.8 18.6 8.2 26.8 12.7 0.0 0.0

Male 335 30.1 7.8 15.2 8.4 25.1 13.1 0.3 0.0 335 25.7 10.4 24.8 7.2 18.5 13.1 0.3 0.0

Missing 33 24.2 6.1 18.2 9.1 33.3 9.1 0.0 0.0 33 21.2 15.2 21.2 9.1 24.2 9.1 0.0 0.0

Ethnicity



Asian 128 22.7 3.1 18.8 10.2 39.8 5.5 0.0 0.0 128 13.3 11.7 24.2 5.5 39.8 5.5 0.0 0.0


Multiple Races 72 29.2 6.9 4.2 6.9 18.1 33.3 1.4 0.0 72 27.8 4.2 15.3 5.6 12.5 33.3 1.4 0.0


Islander 6 33.3 0.0 16.7 16.7 16.7 16.7 0.0 0.0 6 16.7 16.7 33.3 0.0 16.7 16.7 0.0 0.0

Other/Unknown 15 20.0 6.7 13.3 13.3 40.0 6.7 0.0 0.0 15 13.3 13.3 20.0 26.7 20.0 6.7 0.0 0.0

White 109 23.9 10.1 15.6 9.2 28.4 12.8 0.0 0.0 109 22.0 10.1 22.9 6.4 25.7 12.8 0.0 0.0

Other

Gifted 6 0.0 0.0 0.0 16.7 83.3 0.0 0.0 0.0 6 0.0 0.0 33.3 0.0 66.7 0.0 0.0 0.0

IEP 8 12.5 25.0 37.5 0.0 0.0 25.0 0.0 0.0 8 12.5 50.0 12.5 0.0 0.0 25.0 0.0 0.0

Migrant 4 25.0 0.0 50.0 0.0 25.0 0.0 0.0 0.0 4 25.0 0.0 50.0 0.0 25.0 0.0 0.0 0.0

Primary Disability







50


Listening Reading


Total 674 21.8 7.0 17.1 11.4 21.7 19.1 1.9 0.0 674 29.7 11.1 18.5 8.3 11.3 19.1 1.9 0.0

Gender

Female 303 21.8 5.0 17.2 11.6 24.1 19.1 1.3 0.0 303 28.7 10.6 18.5 8.9 12.9 19.1 1.3 0.0

Male 323 21.7 8.7 16.1 12.1 18.3 20.7 2.5 0.0 323 30.3 11.5 17.3 7.4 10.2 20.7 2.5 0.0

Missing 48 22.9 8.3 22.9 6.3 29.2 8.3 2.1 0.0 48 31.3 12.5 27.1 10.4 8.3 8.3 2.1 0.0

Ethnicity



Asian 109 14.7 8.3 23.9 11.0 34.9 5.5 1.8 0.0 109 22.9 16.5 22.0 7.3 23.9 5.5 1.8 0.0


Multiple Races 79 20.3 6.3 11.4 12.7 13.9 34.2 1.3 0.0 79 29.1 6.3 12.7 8.9 7.6 34.2 1.3 0.0


Islander 3 33.3 0.0 33.3 0.0 33.3 0.0 0.0 0.0 3 33.3 33.3 33.3 0.0 0.0 0.0 0.0 0.0

Other/Unknown 13 15.4 15.4 30.8 0.0 30.8 7.7 0.0 0.0 13 23.1 23.1 23.1 7.7 15.4 7.7 0.0 0.0

White 93 14.0 10.8 17.2 5.4 23.7 21.5 7.5 0.0 93 24.7 14.0 9.7 9.7 12.9 21.5 7.5 0.0

Other

Gifted 12 0.0 8.3 8.3 0.0 0.0 16.7 66.7 0.0 12 8.3 8.3 0.0 0.0 0.0 16.7 66.7 0.0

IEP 15 6.7 13.3 20.0 6.7 0.0 33.3 20.0 0.0 15 33.3 6.7 6.7 0.0 0.0 33.3 20.0 0.0

Migrant 6 33.3 0.0 16.7 16.7 16.7 16.7 0.0 0.0 6 33.3 0.0 33.3 0.0 16.7 16.7 0.0 0.0

Primary Disability







51

Listening Reading




52


Speaking Writing


Total 674 26.0 8.0 15.0 6.1 23.9 19.1 1.9 0.0 674 29.2 11.7 15.0 6.2 16.8 19.1 1.9 0.0

Gender

Female 303 27.7 5.6 11.2 7.6 27.4 19.1 1.3 0.0 303 27.1 11.6 14.5 6.9 19.5 19.1 1.3 0.0

Male 323 24.1 9.6 18.3 4.6 20.1 20.7 2.5 0.0 323 31.3 11.5 14.2 5.3 14.6 20.7 2.5 0.0

Missing 48 27.1 12.5 16.7 6.3 27.1 8.3 2.1 0.0 48 29.2 14.6 22.9 8.3 14.6 8.3 2.1 0.0

Ethnicity



Asian 109 17.4 16.5 17.4 7.3 33.9 5.5 1.8 0.0 109 18.3 23.9 18.3 3.7 28.4 5.5 1.8 0.0


Multiple Races 79 17.7 8.9 12.7 3.8 21.5 34.2 1.3 0.0 79 30.4 3.8 8.9 6.3 15.2 34.2 1.3 0.0


Islander 3 66.7 0.0 0.0 0.0 33.3 0.0 0.0 0.0 3 33.3 33.3 33.3 0.0 0.0 0.0 0.0 0.0

Other/Unknown 13 23.1 7.7 30.8 7.7 23.1 7.7 0.0 0.0 13 30.8 15.4 23.1 7.7 15.4 7.7 0.0 0.0

White 93 18.3 8.6 14.0 6.5 23.7 21.5 7.5 0.0 93 24.7 14.0 8.6 3.2 20.4 21.5 7.5 0.0

Other

Gifted 12 16.7 0.0 0.0 0.0 0.0 16.7 66.7 0.0 12 8.3 0.0 8.3 0.0 0.0 16.7 66.7 0.0

IEP 15 20.0 13.3 13.3 0.0 0.0 33.3 20.0 0.0 15 33.3 13.3 0.0 0.0 0.0 33.3 20.0 0.0

Migrant 6 33.3 0.0 16.7 16.7 16.7 16.7 0.0 0.0 6 33.3 0.0 33.3 0.0 16.7 16.7 0.0 0.0

Primary Disability







53

Speaking Writing




54


Listening Reading


Total 645 25.1 8.8 15.5 9.1 19.1 21.9 0.3 0.2 645 35.5 8.1 19.4 5.3 9.5 21.9 0.3 0.2

Gender

Female 276 25.0 9.8 13.4 8.7 21.4 21.0 0.4 0.4 276 36.2 9.1 16.7 6.5 9.8 21.0 0.4 0.4

Male 334 24.3 8.7 17.1 9.6 16.2 24.0 0.3 0.0 334 34.1 7.2 21.9 4.2 8.4 24.0 0.3 0.0

Missing 35 34.3 2.9 17.1 8.6 28.6 8.6 0.0 0.0 35 42.9 8.6 17.1 5.7 17.1 8.6 0.0 0.0

Ethnicity



Asian 94 19.1 11.7 21.3 11.7 31.9 4.3 0.0 0.0 94 33.0 7.4 28.7 10.6 16.0 4.3 0.0 0.0


Multiple Races 76 22.4 2.6 11.8 7.9 10.5 44.7 0.0 0.0 76 25.0 6.6 13.2 1.3 9.2 44.7 0.0 0.0


Islander 6 0.0 16.7 33.3 16.7 16.7 16.7 0.0 0.0 6 16.7 16.7 50.0 0.0 0.0 16.7 0.0 0.0

Other/Unknown 7 0.0 0.0 14.3 14.3 71.4 0.0 0.0 0.0 7 0.0 14.3 42.9 14.3 28.6 0.0 0.0 0.0

White 102 19.6 13.7 14.7 5.9 16.7 27.5 1.0 1.0 102 36.3 8.8 12.7 2.9 9.8 27.5 1.0 1.0

Other IEP 12 16.7 8.3 25.0 8.3 8.3 33.3 0.0 0.0 12 33.3 16.7 8.3 0.0 8.3 33.3 0.0 0.0

Migrant 6 16.7 16.7 16.7 0.0 33.3 16.7 0.0 0.0 6 33.3 0.0 33.3 0.0 16.7 16.7 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






55


Speaking Writing


Total 645 29.3 9.6 11.0 5.6 22.3 21.9 0.3 0.0 645 33.6 10.1 15.8 5.3 13.0 21.9 0.3 0.0

Gender

Female 276 31.9 6.9 9.8 6.2 23.9 21.0 0.4 0.0 276 33.7 9.8 14.9 5.1 15.2 21.0 0.4 0.0

Male 334 26.6 11.4 12.0 5.4 20.4 24.0 0.3 0.0 334 32.6 10.8 16.5 5.1 10.8 24.0 0.3 0.0

Missing 35 34.3 14.3 11.4 2.9 28.6 8.6 0.0 0.0 35 42.9 5.7 17.1 8.6 17.1 8.6 0.0 0.0

Ethnicity



Asian 94 25.5 12.8 13.8 6.4 37.2 4.3 0.0 0.0 94 29.8 13.8 20.2 10.6 21.3 4.3 0.0 0.0


Multiple Races 76 21.1 3.9 6.6 6.6 17.1 44.7 0.0 0.0 76 23.7 9.2 11.8 0.0 10.5 44.7 0.0 0.0


Islander 6 16.7 0.0 16.7 33.3 16.7 16.7 0.0 0.0 6 16.7 0.0 66.7 0.0 0.0 16.7 0.0 0.0

Other/Unknown 7 14.3 0.0 14.3 14.3 57.1 0.0 0.0 0.0 7 0.0 14.3 28.6 14.3 42.9 0.0 0.0 0.0

White 102 29.4 12.7 5.9 4.9 18.6 27.5 1.0 0.0 102 32.4 11.8 9.8 4.9 12.7 27.5 1.0 0.0

Other IEP 12 25.0 16.7 8.3 0.0 16.7 33.3 0.0 0.0 12 25.0 25.0 8.3 0.0 8.3 33.3 0.0 0.0

Migrant 6 16.7 0.0 33.3 0.0 33.3 16.7 0.0 0.0 6 33.3 16.7 0.0 16.7 16.7 16.7 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






56


Listening Reading


Total 1148 31.1 7.4 14.7 5.5 13.3 27.7 0.2 0.1 1148 37.6 10.7 14.6 4.4 4.7 27.7 0.2 0.0

Gender

Female 459 29.6 8.9 14.2 6.1 13.7 27.0 0.2 0.2 459 36.6 10.9 15.9 3.9 5.4 27.0 0.2 0.0

Male 622 33.4 6.3 15.3 4.3 12.5 28.0 0.2 0.0 622 39.5 10.9 12.7 4.7 4.0 28.0 0.2 0.0

Missing 67 19.4 7.5 13.4 11.9 17.9 29.9 0.0 0.0 67 26.9 7.5 23.9 6.0 6.0 29.9 0.0 0.0

Ethnicity



Asian 126 14.3 7.9 23.0 8.7 37.3 7.9 0.0 0.8 126 21.4 16.7 26.2 10.3 17.5 7.9 0.0 0.0


Multiple Races 128 35.2 4.7 7.8 5.5 8.6 38.3 0.0 0.0 128 39.1 5.5 11.7 3.1 2.3 38.3 0.0 0.0


Islander 9 33.3 11.1 22.2 11.1 11.1 11.1 0.0 0.0 9 33.3 33.3 22.2 0.0 0.0 11.1 0.0 0.0

Other/Unknown 9 11.1 44.4 33.3 0.0 0.0 11.1 0.0 0.0 9 44.4 33.3 11.1 0.0 0.0 11.1 0.0 0.0

White 136 33.1 5.9 11.0 8.8 13.2 27.2 0.7 0.0 136 38.2 7.4 16.9 5.9 3.7 27.2 0.7 0.0

Missing 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Other IEP 16 6.3 6.3 43.8 12.5 6.3 25.0 0.0 0.0 16 31.3 0.0 43.8 0.0 0.0 25.0 0.0 0.0

Migrant 10 20.0 20.0 20.0 10.0 20.0 10.0 0.0 0.0 10 30.0 30.0 10.0 20.0 0.0 10.0 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0







57


Speaking Writing


Total 1148 32.8 9.8 10.5 3.1 16.0 27.7 0.2 0.0 1148 37.3 10.9 11.3 3.4 9.2 27.7 0.2 0.0

Gender

Female 459 30.9 10.9 11.8 3.3 15.9 27.0 0.2 0.0 459 36.2 10.9 13.1 4.1 8.5 27.0 0.2 0.0

Male 622 35.2 9.6 9.3 2.7 15.0 28.0 0.2 0.0 622 39.4 11.1 9.3 2.9 9.2 28.0 0.2 0.0

Missing 67 22.4 3.0 11.9 6.0 26.9 29.9 0.0 0.0 67 25.4 9.0 17.9 3.0 14.9 29.9 0.0 0.0

Ethnicity



Asian 126 12.7 15.1 16.7 5.6 42.1 7.9 0.0 0.0 126 20.6 18.3 17.5 7.1 28.6 7.9 0.0 0.0


Multiple Races 128 37.5 6.3 3.9 3.1 10.9 38.3 0.0 0.0 128 39.1 5.5 10.9 1.6 4.7 38.3 0.0 0.0


Islander 9 22.2 33.3 11.1 0.0 22.2 11.1 0.0 0.0 9 33.3 33.3 11.1 11.1 0.0 11.1 0.0 0.0

Other/Unknown 9 33.3 22.2 33.3 0.0 0.0 11.1 0.0 0.0 9 44.4 33.3 11.1 0.0 0.0 11.1 0.0 0.0

White 136 34.6 9.6 9.6 2.2 16.2 27.2 0.7 0.0 136 39.7 7.4 10.3 6.6 8.1 27.2 0.7 0.0

Missing 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0

Other IEP 16 0.0 25.0 37.5 6.3 6.3 25.0 0.0 0.0 16 18.8 18.8 37.5 0.0 0.0 25.0 0.0 0.0

Migrant 10 30.0 20.0 20.0 0.0 20.0 10.0 0.0 0.0 10 40.0 10.0 20.0 20.0 0.0 10.0 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0







58


Listening Reading


Total 560 25.7 10.9 17.9 10.2 19.8 15.0 0.5 0.0 560 35.5 13.4 21.6 5.0 8.9 15.0 0.5 0.0

Gender

Female 262 26.7 9.5 19.1 10.7 21.4 12.2 0.4 0.0 262 34.0 16.4 22.5 5.0 9.5 12.2 0.4 0.0

Male 253 23.3 12.3 16.6 9.9 18.2 19.8 0.0 0.0 253 35.2 11.1 21.3 4.7 7.9 19.8 0.0 0.0

Missing 45 33.3 11.1 17.8 8.9 20.0 4.4 4.4 0.0 45 46.7 8.9 17.8 6.7 11.1 4.4 4.4 0.0

Ethnicity



Asian 92 10.9 16.3 25.0 14.1 32.6 1.1 0.0 0.0 92 21.7 20.7 32.6 5.4 18.5 1.1 0.0 0.0


Multiple Races 69 33.3 8.7 8.7 10.1 13.0 26.1 0.0 0.0 69 40.6 8.7 15.9 0.0 8.7 26.1 0.0 0.0


Islander 10 10.0 10.0 40.0 20.0 10.0 10.0 0.0 0.0 10 30.0 20.0 40.0 0.0 0.0 10.0 0.0 0.0

Other/Unknown 6 16.7 0.0 16.7 16.7 50.0 0.0 0.0 0.0 6 16.7 33.3 16.7 16.7 16.7 0.0 0.0 0.0

White 58 20.7 13.8 17.2 8.6 24.1 12.1 3.4 0.0 58 32.8 12.1 24.1 5.2 10.3 12.1 3.4 0.0

Other IEP 14 0.0 14.3 0.0 7.1 7.1 57.1 14.3 0.0 14 14.3 0.0 7.1 7.1 0.0 57.1 14.3 0.0

Migrant 4 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0 4 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






59


Speaking Writing


Total 560 28.6 13.8 14.6 3.8 23.8 15.0 0.5 0.0 560 33.9 14.1 16.4 5.9 14.1 15.0 0.5 0.0

Gender

Female 262 27.9 15.6 13.0 3.8 27.1 12.2 0.4 0.0 262 33.2 14.9 16.4 8.0 14.9 12.2 0.4 0.0

Male 253 28.1 12.3 15.4 4.3 20.2 19.8 0.0 0.0 253 32.4 14.2 16.6 4.0 13.0 19.8 0.0 0.0

Missing 45 35.6 11.1 20.0 0.0 24.4 4.4 4.4 0.0 45 46.7 8.9 15.6 4.4 15.6 4.4 4.4 0.0

Ethnicity



Asian 92 18.5 15.2 19.6 4.3 41.3 1.1 0.0 0.0 92 18.5 26.1 21.7 7.6 25.0 1.1 0.0 0.0


Multiple Races 69 33.3 8.7 11.6 0.0 20.3 26.1 0.0 0.0 69 40.6 8.7 11.6 2.9 10.1 26.1 0.0 0.0


Islander 10 30.0 20.0 20.0 0.0 20.0 10.0 0.0 0.0 10 20.0 40.0 30.0 0.0 0.0 10.0 0.0 0.0

Other/Unknown 6 0.0 16.7 16.7 0.0 66.7 0.0 0.0 0.0 6 16.7 16.7 0.0 16.7 50.0 0.0 0.0 0.0

White 58 20.7 15.5 15.5 8.6 24.1 12.1 3.4 0.0 58 31.0 12.1 17.2 6.9 17.2 12.1 3.4 0.0

Other IEP 14 7.1 0.0 14.3 0.0 7.1 57.1 14.3 0.0 14 7.1 7.1 7.1 0.0 7.1 57.1 14.3 0.0

Migrant 4 25.0 25.0 0.0 0.0 0.0 50.0 0.0 0.0 4 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 1 0.0 0.0 0.0 0.0 0.0 100.0 0.0 0.0






60


Listening Reading


Total 378 19.3 9.8 21.4 11.9 24.1 13.0 0.5 0.0 378 26.7 16.4 23.8 8.5 11.1 13.0 0.5 0.0

Gender

Female 180 21.7 8.9 23.3 9.4 25.0 11.7 0.0 0.0 180 26.7 20.6 21.7 8.9 10.6 11.7 0.0 0.0

Male 171 18.1 9.9 21.1 14.0 20.5 15.2 1.2 0.0 171 27.5 13.5 25.7 5.8 11.1 15.2 1.2 0.0

Missing 27 11.1 14.8 11.1 14.8 40.7 7.4 0.0 0.0 27 22.2 7.4 25.9 22.2 14.8 7.4 0.0 0.0

Ethnicity


Asian 76 11.8 9.2 27.6 13.2 36.8 1.3 0.0 0.0 76 19.7 18.4 32.9 13.2 14.5 1.3 0.0 0.0


Multiple Races 12 0.0 8.3 25.0 8.3 25.0 33.3 0.0 0.0 12 8.3 0.0 41.7 0.0 16.7 33.3 0.0 0.0


Islander 4 25.0 0.0 25.0 0.0 50.0 0.0 0.0 0.0 4 25.0 0.0 50.0 0.0 25.0 0.0 0.0 0.0

Other/Unknown 9 11.1 0.0 22.2 22.2 33.3 11.1 0.0 0.0 9 22.2 0.0 33.3 11.1 22.2 11.1 0.0 0.0

White 74 17.6 9.5 16.2 12.2 25.7 17.6 1.4 0.0 74 25.7 12.2 18.9 10.8 13.5 17.6 1.4 0.0

Other IEP 15 13.3 0.0 6.7 6.7 0.0 66.7 6.7 0.0 15 20.0 0.0 6.7 0.0 0.0 66.7 6.7 0.0

Migrant 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 6 0.0 0.0 16.7 0.0 0.0 83.3 0.0 0.0 6 16.7 0.0 0.0 0.0 0.0 83.3 0.0 0.0




Speech or language

impairment 1 0.0 0.0 0.0 100.0 0.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0



61


Speaking Writing


Total 378 20.9 16.1 15.6 5.8 28.0 13.0 0.5 0.0 378 25.4 17.5 20.9 5.8 16.9 13.0 0.5 0.0

Gender

Female 180 22.2 15.6 17.2 7.2 26.1 11.7 0.0 0.0 180 26.7 17.8 20.0 7.8 16.1 11.7 0.0 0.0

Male 171 20.5 17.5 14.6 3.5 27.5 15.2 1.2 0.0 171 24.6 18.1 21.6 2.9 16.4 15.2 1.2 0.0

Missing 27 14.8 11.1 11.1 11.1 44.4 7.4 0.0 0.0 27 22.2 11.1 22.2 11.1 25.9 7.4 0.0 0.0

Ethnicity


Asian 76 15.8 11.8 21.1 10.5 39.5 1.3 0.0 0.0 76 14.5 21.1 31.6 6.6 25.0 1.3 0.0 0.0


Multiple Races 12 8.3 16.7 0.0 0.0 41.7 33.3 0.0 0.0 12 8.3 8.3 25.0 0.0 25.0 33.3 0.0 0.0


Islander 4 25.0 0.0 0.0 25.0 50.0 0.0 0.0 0.0 4 25.0 25.0 0.0 25.0 25.0 0.0 0.0 0.0

Other/Unknown 9 11.1 33.3 0.0 11.1 33.3 11.1 0.0 0.0 9 22.2 0.0 33.3 0.0 33.3 11.1 0.0 0.0

White 74 20.3 16.2 8.1 6.8 29.7 17.6 1.4 0.0 74 23.0 17.6 14.9 9.5 16.2 17.6 1.4 0.0

Other IEP 15 13.3 0.0 6.7 0.0 6.7 66.7 6.7 0.0 15 13.3 6.7 6.7 0.0 0.0 66.7 6.7 0.0

Migrant 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 6 0.0 0.0 16.7 0.0 0.0 83.3 0.0 0.0 6 0.0 16.7 0.0 0.0 0.0 83.3 0.0 0.0




Speech or language

impairment 1 0.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0



62


Listening Reading


Total 168 18.5 7.7 30.4 9.5 26.2 6.0 1.8 0.0 168 23.2 19.0 29.8 3.6 16.7 6.0 1.8 0.0

Gender

Female 89 18.0 6.7 28.1 5.6 32.6 6.7 2.2 0.0 89 22.5 15.7 27.0 2.2 23.6 6.7 2.2 0.0

Male 72 19.4 6.9 31.9 13.9 20.8 5.6 1.4 0.0 72 23.6 23.6 30.6 5.6 9.7 5.6 1.4 0.0

Missing 7 14.3 28.6 42.9 14.3 0.0 0.0 0.0 0.0 7 28.6 14.3 57.1 0.0 0.0 0.0 0.0 0.0

Ethnicity



Asian 43 18.6 2.3 27.9 16.3 34.9 0.0 0.0 0.0 43 20.9 14.0 39.5 4.7 20.9 0.0 0.0 0.0


Multiple Races 5 0.0 0.0 60.0 0.0 20.0 0.0 20.0 0.0 5 0.0 40.0 20.0 0.0 20.0 0.0 20.0 0.0


Islander 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0

Other/Unknown 3 0.0 66.7 0.0 0.0 33.3 0.0 0.0 0.0 3 33.3 33.3 0.0 33.3 0.0 0.0 0.0 0.0

White 32 18.8 6.3 25.0 3.1 40.6 3.1 3.1 0.0 32 18.8 18.8 25.0 3.1 28.1 3.1 3.1 0.0

Other IEP 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0

Primary Disability Specific learning disability 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0


63


Speaking Writing


Total 168 19.6 12.5 27.4 6.5 26.2 6.0 1.8 0.0 168 22.0 25.0 18.5 7.1 19.6 6.0 1.8 0.0

Gender

Female 89 16.9 10.1 23.6 7.9 32.6 6.7 2.2 0.0 89 20.2 21.3 15.7 6.7 27.0 6.7 2.2 0.0

Male 72 23.6 13.9 29.2 5.6 20.8 5.6 1.4 0.0 72 23.6 27.8 20.8 8.3 12.5 5.6 1.4 0.0

Missing 7 14.3 28.6 57.1 0.0 0.0 0.0 0.0 0.0 7 28.6 42.9 28.6 0.0 0.0 0.0 0.0 0.0

Ethnicity



Asian 43 16.3 9.3 30.2 4.7 39.5 0.0 0.0 0.0 43 20.9 25.6 18.6 7.0 27.9 0.0 0.0 0.0


Multiple Races 5 0.0 20.0 40.0 0.0 20.0 0.0 20.0 0.0 5 0.0 20.0 40.0 0.0 20.0 0.0 20.0 0.0


Islander 1 0.0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 1 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0

Other/Unknown 3 0.0 66.7 0.0 33.3 0.0 0.0 0.0 0.0 3 0.0 66.7 0.0 0.0 33.3 0.0 0.0 0.0

White 32 21.9 6.3 28.1 3.1 34.4 3.1 3.1 0.0 32 21.9 21.9 15.6 6.3 28.1 3.1 3.1 0.0

Other IEP 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0

Primary Disability Specific learning disability 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0 2 50.0 0.0 0.0 0.0 0.0 50.0 0.0 0.0


64

Section 3: Screener Assessment - Percentage of Students by

Overall Proficiency Level

65

Table S3.1: Overall Proficiency Levels - Kindergarten

Count Emerging Progressing Proficient N* D*

Total 6440 25.0 65.9 2.5 0.1 6.6

Gender

Female 2885 23.2 68.1 2.6 0.1 6.1

Male 2978 26.5 63.4 2.6 0.1 7.5

Missing 577 26.5 67.9 1.2 0.0 4.3

Ethnicity

African American 1180 20.3 73.5 1.8 0.0 4.5

American Indian or Alaskan Native 17 11.8 76.5 5.9 0.0 5.9

Asian 1549 23.6 66.1 5.4 0.0 4.8

Hispanic or Latino 2023 29.1 62.8 0.8 0.1 7.2

Multiple Races 487 21.4 58.7 2.7 0.0 17.2

Native Hawaiian or Other Pacific Islander 39 41.0 53.8 2.6 0.0 2.6

Other/Unknown 95 21.1 72.6 2.1 0.0 4.2

White 1048 26.0 66.0 1.9 0.2 5.9

Missing 2 50.0 50.0 0.0 0.0 0.0

Other

Gifted 17 0.0 64.7 29.4 0.0 5.9

IEP 94 40.4 44.7 0.0 0.0 14.9

Migrant 7 57.1 28.6 0.0 0.0 14.3

Primary Disability

Autism 21 33.3 28.6 0.0 0.0 38.1

Developmental delay 2 0.0 0.0 0.0 0.0 100.0

Emotional disturbance 1 0.0 100.0 0.0 0.0 0.0

Intellectual Disability 4 75.0 25.0 0.0 0.0 0.0

Multiple disabilities 9 44.4 11.1 0.0 0.0 44.4

Other health impairment 9 55.6 44.4 0.0 0.0 0.0

Speech or language impairment 40 30.0 70.0 0.0 0.0 0.0

*N = All domains are either Non-Attempted or Exempted; D = Proficiency Not Demonstrated.

66

Table S3.2: Overall Proficiency Levels - Grade 1


Total 1449 22.2 56.0 11.5 0.1 10.3

Gender

Female 656 18.4 58.4 12.8 0.0 10.4

Male 686 24.9 54.2 10.3 0.1 10.3

Missing 107 27.1 53.3 10.3 0.0 9.3

Ethnicity



Asian 414 18.8 55.8 18.1 0.0 7.2


Multiple Races 124 17.7 52.4 7.3 0.0 22.6


Other/Unknown 21 42.9 52.4 0.0 0.0 4.8

White 248 19.8 50.8 14.5 0.4 14.5

Other

Gifted 16 0.0 37.5 62.5 0.0 0.0

IEP 15 53.3 33.3 0.0 6.7 6.7

Migrant 4 50.0 50.0 0.0 0.0 0.0

Primary Disability

Autism 2 100.0 0.0 0.0 0.0 0.0



Orthopedic impairment 2 50.0 50.0 0.0 0.0 0.0


Specific learning disability 2 50.0 0.0 0.0 50.0 0.0



67



Total 1065 24.4 49.3 17.1 0.1 9.1

Gender

Female 490 24.1 46.5 20.0 0.0 9.4

Male 505 24.4 52.1 13.7 0.2 9.7

Missing 70 27.1 48.6 21.4 0.0 2.9

Ethnicity



Asian 244 22.5 46.3 25.4 0.0 5.7


Multiple Races 102 14.7 46.1 12.7 0.0 26.5


Other/Unknown 17 35.3 47.1 11.8 0.0 5.9

White 175 23.4 53.1 19.4 0.0 4.0

Other

Gifted 12 8.3 41.7 50.0 0.0 0.0

IEP 7 14.3 57.1 0.0 0.0 28.6

Migrant 6 16.7 66.7 16.7 0.0 0.0

Primary Disability

Autism 2 50.0 50.0 0.0 0.0 0.0




Traumatic brain injury 1 0.0 0.0 0.0 0.0 100.0


68



Total 1005 23.5 43.8 19.2 2.5 11.0

Gender

Female 454 22.2 44.5 18.9 2.4 11.9

Male 472 25.2 42.8 18.9 3.0 10.2

Missing 79 20.3 45.6 22.8 0.0 11.4

Ethnicity



Asian 225 22.7 43.6 28.9 0.0 4.9


Multiple Races 106 10.4 37.7 26.4 1.9 23.6


Other/Unknown 9 22.2 55.6 22.2 0.0 0.0

White 170 23.5 36.5 21.8 5.9 12.4

Other

Gifted 22 0.0 0.0 100.0 0.0 0.0

IEP 30 13.3 40.0 0.0 16.7 30.0

Migrant 5 20.0 80.0 0.0 0.0 0.0

Primary Disability

Autism 6 16.7 50.0 0.0 0.0 33.3







Visual impairment 1 100.0 0.0 0.0 0.0 0.0


69



Total 844 27.0 34.8 23.8 0.8 13.5

Gender

Female 386 27.5 34.5 25.6 0.5 11.9

Male 399 24.8 35.6 22.8 1.3 15.5

Missing 59 39.0 32.2 18.6 0.0 10.2

Ethnicity



Asian 201 23.9 36.3 32.8 0.0 7.0


Multiple Races 75 24.0 30.7 14.7 1.3 29.3


Other/Unknown 9 33.3 55.6 11.1 0.0 0.0

White 137 27.0 34.3 28.5 1.5 8.8

Other

Gifted 12 0.0 0.0 91.7 0.0 8.3

IEP 14 28.6 35.7 0.0 0.0 35.7

Migrant 1 0.0 100.0 0.0 0.0 0.0

Primary Disability

Autism 3 0.0 0.0 0.0 0.0 100.0






70



Total 693 27.4 32.2 27.4 0.1 12.8

Gender

Female 302 23.2 34.4 31.8 0.3 10.3

Male 348 29.6 30.5 25.0 0.0 14.9

Missing 43 39.5 30.2 16.3 0.0 14.0

Ethnicity



Asian 144 26.4 34.0 34.7 0.0 4.9


Multiple Races 63 22.2 28.6 27.0 0.0 22.2


Other/Unknown 9 22.2 44.4 33.3 0.0 0.0

White 112 29.5 26.8 36.6 0.0 7.1

Other

Gifted 16 0.0 6.3 93.8 0.0 0.0

IEP 9 33.3 22.2 0.0 11.1 33.3

Migrant 2 0.0 50.0 50.0 0.0 0.0

Primary Disability


Hearing Impaired 1 100.0 0.0 0.0 0.0 0.0







71



Total 674 25.4 35.9 25.8 0.1 12.8

Gender

Female 306 24.2 34.0 29.1 0.0 12.7

Male 335 26.6 37.3 22.7 0.3 13.1

Missing 33 24.2 39.4 27.3 0.0 9.1

Ethnicity



Asian 128 15.6 36.7 42.2 0.0 5.5


Multiple Races 72 29.2 19.4 16.7 1.4 33.3


Other/Unknown 15 20.0 33.3 40.0 0.0 6.7

White 109 24.8 37.6 24.8 0.0 12.8

Other

Gifted 6 0.0 33.3 66.7 0.0 0.0

IEP 8 0.0 75.0 0.0 0.0 25.0

Migrant 4 25.0 50.0 25.0 0.0 0.0

Primary Disability







72



Total 674 27.3 34.9 16.8 1.9 19.1

Gender

Female 303 26.1 35.0 18.5 1.3 19.1

Male 323 28.2 32.8 15.8 2.5 20.7

Missing 48 29.2 47.9 12.5 2.1 8.3

Ethnicity



Asian 109 21.1 43.1 28.4 1.8 5.5


Multiple Races 79 24.1 26.6 13.9 1.3 34.2


Other/Unknown 13 23.1 46.2 23.1 0.0 7.7

White 93 22.6 28.0 20.4 7.5 21.5

Other

Gifted 12 8.3 8.3 0.0 66.7 16.7

IEP 15 20.0 26.7 0.0 20.0 33.3

Migrant 6 33.3 33.3 16.7 0.0 16.7

Primary Disability









73



Total 645 32.4 31.3 14.1 0.3 21.9

Gender

Female 276 33.0 30.1 15.6 0.4 21.0

Male 334 31.4 32.0 12.3 0.3 24.0

Missing 35 37.1 34.3 20.0 0.0 8.6

Ethnicity



Asian 94 28.7 41.5 25.5 0.0 4.3


Multiple Races 76 23.7 21.1 10.5 0.0 44.7


Other/Unknown 7 0.0 57.1 42.9 0.0 0.0

White 102 31.4 26.5 13.7 1.0 27.5

Other IEP 12 25.0 33.3 8.3 0.0 33.3

Migrant 6 16.7 50.0 16.7 0.0 16.7

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 100.0






74



Total 1148 37.3 26.3 8.5 0.2 27.7

Gender

Female 459 36.4 27.9 8.5 0.2 27.0

Male 622 39.2 24.3 8.4 0.2 28.0

Missing 67 25.4 34.3 10.4 0.0 29.9

Ethnicity



Asian 126 21.4 42.9 27.8 0.0 7.9


Multiple Races 128 39.8 17.2 4.7 0.0 38.3


Other/Unknown 9 33.3 55.6 0.0 0.0 11.1

White 136 38.2 25.0 8.8 0.7 27.2

Missing 1 0.0 100.0 0.0 0.0 0.0

Other IEP 16 12.5 62.5 0.0 0.0 25.0

Migrant 10 30.0 60.0 0.0 0.0 10.0

Primary Disability

Autism 1 0.0 100.0 0.0 0.0 0.0







75



Total 560 34.3 37.0 13.2 0.5 15.0

Gender

Female 262 34.0 39.3 14.1 0.4 12.2

Male 253 33.6 34.8 11.9 0.0 19.8

Missing 45 40.0 35.6 15.6 4.4 4.4

Ethnicity



Asian 92 26.1 50.0 22.8 0.0 1.1


Multiple Races 69 39.1 26.1 8.7 0.0 26.1


Other/Unknown 6 0.0 66.7 33.3 0.0 0.0

White 58 31.0 37.9 15.5 3.4 12.1

Other IEP 14 7.1 14.3 7.1 14.3 57.1

Migrant 4 50.0 0.0 0.0 0.0 50.0

Primary Disability

Autism 1 0.0 0.0 0.0 0.0 100.0






76



Total 378 27.2 40.7 18.5 0.5 13.0

Gender

Female 180 28.3 41.7 18.3 0.0 11.7

Male 171 26.9 40.4 16.4 1.2 15.2

Missing 27 22.2 37.0 33.3 0.0 7.4

Ethnicity


Asian 76 21.1 52.6 25.0 0.0 1.3


Multiple Races 12 8.3 41.7 16.7 0.0 33.3


Other/Unknown 9 11.1 44.4 33.3 0.0 11.1

White 74 25.7 31.1 24.3 1.4 17.6

Other IEP 15 13.3 13.3 0.0 6.7 66.7

Migrant 1 100.0 0.0 0.0 0.0 0.0

Primary Disability

Autism 6 0.0 16.7 0.0 0.0 83.3







77



Total 168 22.6 50.0 19.6 1.8 6.0

Gender

Female 89 19.1 46.1 25.8 2.2 6.7

Male 72 25.0 54.2 13.9 1.4 5.6

Missing 7 42.9 57.1 0.0 0.0 0.0

Ethnicity



Asian 43 18.6 55.8 25.6 0.0 0.0


Multiple Races 5 0.0 60.0 20.0 20.0 0.0


Other/Unknown 3 66.7 0.0 33.3 0.0 0.0

White 32 21.9 40.6 31.3 3.1 3.1

Other IEP 2 50.0 0.0 0.0 0.0 50.0

Primary Disability Specific learning disability 2 50.0 0.0 0.0 0.0 50.0


78

Section 4: Screener Assessment - Conditional Standard Error of

Measurement (CSEM)

79

Figure S4.1: Conditional Standard Error of Measurement for Kindergarten

80

Figure S4.2: Conditional Standard Error of Measurement for Grade 1

81


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