Including English Learners in Your State Title I Accountability Plan
This brief is intended to accompany the technical paper, Incorporating English Learner Progress into State Accountability Systems (Goldschmidt & Hakuta, 2017) to provide guidance to state teams about including ELs most effectively in their Title I accountability plan.
Including English Learners in Your State Title I Accountability Plan
Title: Including English Learners in Your State Title I Accountability Plan
Description: This brief is intended to accompany the technical paper, Incorporating English Learner Progress into State Accountability Systems (Goldschmidt & Hakuta, 2017) to provide guidance to state teams about including ELs most effectively in their Title I accountability plan. This brief overview of the technical paper offers support that may be helpful in making decisions around ESSA Title I accountability plan related to ELs around the four purposes the technical paper serves:
- Illustrate well-known facts about English language proficiency development that could be considered in the creation of an accountability plan.
- Deliver a primer on how to model growth in English language proficiency, and the strengths and weaknesses of different options.
- Demonstrate the implications of choosing a particular model based on strategy parameters associated with that decision, such as minimum N-size, or counting the number of years that former EL students are included in the EL subgroup.
- Encourage states to test each model with their own current data, because different state contexts may impact outcomes.
Publish Date: January 2017
