Daphne,

These are just some thoughts... First it would seem to me that
completion of one program and transition to another program would depend
heavily on the goals the student had for enrolling in the first program.
It would be important to develop a measure of success that relates back
to why the student enrolled in ESOL in the first place. 

In my case of teaching ESOL in a night class held at a local church,
about 75% of the students told me they really needed to learn how to
speak and write their personal information, so they could give it to
intake clerks at offices and hospitals, and also to be able to sign
their name.  If my class were evaluated by its rate of students
completing all levels of ESOL and going to ABE, it would have been
considered a failure.  But if it were evaluated on these measures
related to the skill of communicating basic personal information in
public settings, it could have been considered a success by using a
relevant measure. 

On the other hand, I also had day time classes of about 25 students held
at a community college where about 25% of the students expressed intent
to obtain a GED, 50% wanted to enter a career program and the other 25%
wanted to start college to get a bachelor's degree.  In the first month,
the students and I talked one on one and together we set up measures of
success.  Some students set a goal of finishing ESOL in one year, others
two years.  It ended up that about half of the students actually did
reach their goals they set at the beginning.  I did not consider that to
be as successful as I hoped, but it seemed to be comparable to other
similar programs.

In the current process of the US DOE negotiating with states what the
rate of level completion (passing from one level to the next) will be
for the next year, and states negotiating with local programs what the
rate of level completion will be, that could be used as a measure of
success.  If a local program set their completion rate at 35% and they
met or exceeded that, this could be declared a "good" rate.  So, if your
measurement tool includes the program's negotiated rate with the state,
that could be used to help gauge success too.

Phil Anderson
Adult ESOL Program Specialist
Florida Department of Education




 

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 -----Original Message-----
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Subject: Assessment Digest, Vol 25, Issue 15

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Today's Topics:

   1. [Assessment 966]  level movement (Daphne Greenberg)
   2. [Assessment 967] Re: level movement (Melinda Hefner)
   3. [Assessment 968] Re: level movement (Virginia Tardaewether)


----------------------------------------------------------------------

Message: 1
Date: Wed, 17 Oct 2007 10:48:19 -0400
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
Subject: [Assessment 966]  level movement
To: <assessment at nifl.gov>
Message-ID: <4715E882.919D.0031.0 at langate.gsu.edu>
Content-Type: text/plain; charset=US-ASCII

Forgive my cross posting to a few NIFL lists, but I received the
following question, and I am hoping that someone has good advice that I
can share with the person who asked me.

If you were to review a program's "graduation" or "completion" rates
from one level to the next (for example from ESL to ABE or ASE/GED or
ABE to ASE/GED) what would you consider a  "good" rate?

Thanks,
Daphne Greenberg
Georgia State University



------------------------------

Message: 2
Date: Wed, 17 Oct 2007 11:30:02 -0400
From: "Melinda Hefner" <mhefner at cccti.edu>
Subject: [Assessment 967] Re: level movement
To: <assessment at nifl.gov>
Message-ID: <4715F23A.1F1A.005D.0 at cccti.edu>
Content-Type: text/plain; charset="us-ascii"

If I were merely looking at performance from an administrative point of
view, I would consider anything that meets or exceeds NRS standards a
good rate. 
 
Melinda M. Hefner
Director, Literacy Support Services

Basic Skills Department
Caldwell Community College and Technical Institute
2855 Hickory Blvd.
Hudson, North Carolina 28638
Office: (828) 726-2245
FAX: (828) 726-2266







>>> On 10/17/2007 at 10:48 am, in message

<4715E882.919D.0031.0 at langate.gsu.edu>, "Daphne Greenberg"
<ALCDGG at langate.gsu.edu> wrote:
Forgive my cross posting to a few NIFL lists, but I received the
following question, and I am hoping that someone has good advice that I
can share with the person who asked me.

If you were to review a program's "graduation" or "completion" rates
from one level to the next (for example from ESL to ABE or ASE/GED or
ABE to ASE/GED) what would you consider a  "good" rate?

Thanks,
Daphne Greenberg
Georgia State University

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Message: 3
Date: Wed, 17 Oct 2007 08:30:46 -0700
From: "Virginia Tardaewether" <tarv at chemeketa.edu>
Subject: [Assessment 968] Re: level movement
To: "The Assessment Discussion List" <assessment at nifl.gov>
Message-ID:
	
<D63A25821E9AE349ADBAB6BB1F0A766C07398A0E at cccmail2.chemeketa.network>
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What about something like this?
OK 10-20 % of those who had this as a goal Fair 20-30% of those who had
this as a goal Good 30-40% of those who had this as a goal Excellent
anything above 50% ??????
va
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Wednesday, October 17, 2007 7:48 AM
To: assessment at nifl.gov
Subject: [Assessment 966] level movement

Forgive my cross posting to a few NIFL lists, but I received the
following question, and I am hoping that someone has good advice that I
can share with the person who asked me.

If you were to review a program's "graduation" or "completion" rates
from one level to the next (for example from ESL to ABE or ASE/GED or
ABE to ASE/GED) what would you consider a  "good" rate?

Thanks,
Daphne Greenberg
Georgia State University

-------------------------------
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Assessment mailing list
Assessment at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/assessment
Email delivered to tarv at chemeketa.edu


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End of Assessment Digest, Vol 25, Issue 15
******************************************