NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1002] RE: Upcoming chang

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From: Condelli, Larry (LCondelli@air.org)
Date: Mon Mar 21 2005 - 18:14:28 EST 

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From: "Condelli, Larry" <LCondelli@air.org>
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Subject: [NIFL-ASSESSMENT:1002] RE: Upcoming changes to the NRS
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Hi Marie,

You asked about the reasons for the change to align reporting of
reporting measures to Title 1 (DOL) reporting timeline.

The reason for this change is that the adult education program and job
training programs (funded through WIA Title 1) are required to define,
measure and report employment outcomes in the same way.  Employment
programs collect their measures through data matching with the UI wage
databases in each state.  These databases are usually about 9 months
behind, so the employment outcomes reported are for previous years.
Adult education, on the other hand, reports for the current program
year.  This has made it difficult for adult education programs to report
a full year of employment outcomes on students.  It also has made it
impossible for adult education and employment programs to be compared on
the employment measures (which is done by Congress and other agencies
when considering funding).  Aligning the reporting periods solves both
problems: adult education can get a full year's data and its employment
data can be compared to employment programs. 

The second question you asked was why the ESL levels will be changed.
The change will split the ESL beginning level into low beginning and
high beginning.  The current beginning level is very broad, covering 20
points on the CASAS tests and two SPLs, for example.  This range made it
difficult for programs to demonstrate student progress out of the level.
By splitting the level, programs can show student improvement more
easily.  The other change is that the high advanced and low advanced ESL
levels are being combined into one level, primarily because there are
relatively few students in the advanced ESL level. Only about 5 percent
of students nationally were in the high advanced level.

-----Original Message-----
From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On
Behalf Of Marie Cora
Sent: Monday, March 21, 2005 1:07 PM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:1000] Upcoming changes to the NRS

Hi everyone,
 
As promised, I'm pasting below the two short documents (which will be at
the NRS site soon) that outline the changes to the NRS, for this year,
and for 2006.
Now is your opportunity to ask Larry any questions you might have about
these changes.  
 
I notice that one of the changes for this year is to align better with
DOL's reporting procedures.  
 
Larry, can you explain the reasons for this change?  Folks who work in
workplace ed programs or work with DOL, or whose program focus is on the
employment pieces - how might these changes affect your program and your
reporting?  
 
I note that for 2006, there is emphasis on shifting ESOL levels - looks
interesting what little I know/understand.  Larry, can you give us a
little background for the shift?  What do ESOL workers think - looks
like there's a shift to focus a bit more on the lower levels.  
 
Thanks!
 
marie cora
 
 
 
 
 
 
 
Proposed Changes for Program Year 2005 (Beginning July 1, 2005)
1.   Change Reporting for Employment Measures to Align with WIA Title I
Reporting.
*         We will change our reporting period for the employment
measures to match the Department of Labor's reporting period for Title I
programs.  Adult education's PY 2005 reporting will remain the same, but
in PY2006 employment measures will be reported again and employment will
follow Title I.   Survey states will need to begin surveying retained
employment in all quarters.
2.   There will be a new required table to record number and types of
local grantees.
*         This table will be similar to one that had been used in years
prior to the NRS.
3.   Status of Optional Tables.
*         Optional Table 10 (correctional education) will become
required.
 
 
 
Proposed Changes for Program Year 2006 (Beginning July 1, 2006) 
1.   Revise ESL Educational Functioning Levels to Eliminate High
Advanced Level and Add a New Beginning Level.
*         The beginning ESL level has about 30 percent of all ESL
learners and is quite broad, covering 20 points on CASAS, for example,
which makes it harder for students to advance out of the beginning
level. The High Advanced ESL level has also been problematic since exit
criteria have been undefined, and there were only about 43,000 students
(about 3.6% of all ESL students) enrolled nationally at the High
Advanced level each year.

ED will split the beginning ESL into two levels (Low Beginning and High
Beginning) and drop High Advanced ESL. Other levels would remain as they
are. The table below illustrates the proposed change.

Proposed ESL Educational Levels
Entry Benchmark CASAS
Entry Benchmark SPL Speaking

ESL Literacy
180 and below
SPL 0-1

Low Beginning ESL
181-190
SPL 2

High Beginning ESL
191-200
SPL 3

Low Intermediate ESL
201-210
SPL 4

High Intermediate ESL
211-220
SPL 5

Advanced ESL Literacy
221-235
SPL 6
 
2.   Reporting of Level Advancement for Pre- and Post-tested Students
and Multiple Advancements (Tables 4a and 4b)
*         Table 4 remains the same and will still be required.
*         Table 4a, which measures multiple advancements in educational
functioning levels, will be discontinued.
*         Table 4b will be required for reporting. This table is the
same as Table 4, except only students who were both pre- and post-tested
are included.

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