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[quote=Anonymous]The presence of English Language learners in the school really skews several of the data point. I looked for an example high school without ELLs. 
http://reportcard.msde.maryland.gov/Graphs/#/ReportCards/ReportCardSchool/3/17/6/04/0314/

First, the ELL category is dropped, so the total points are out of 80 and the percentage of total points will be higher because the school can't lose any points in that category.
Second, the ELLs are going to bring down the percentage proficient in English Language Arts, by definition.
Third, they are less likely to be on track for graduation after 9th grade, if they enter high school as ESOL 1 (which many do).
Fourth, they are less likely to have credit for a well rounded curriculum because their ESOL classes take up a large part of their schedule, and they don't have extra room beyond the required courses for graduation. And oddly - the well rounded curriculum is counted in two places.
Fifth, they are more likely to take more than 4 (or 5) years to graduate.

I think the state should separate out the ELLs - they need very different programming than students with English as a native language. It is important to measure how they are progressing, but lumping them in with the rest of the school population both masks challenges with ELLs programming and problems with programming for the general population.
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