Table of Contents
Accountability, Assessment and Data
English learners are required to take state standardized assessments that measure their progress in reading, math and other subjects, but must also take annual English language proficiency exams to track their progress in learning and mastering English. These exams are used to inform state accountability systems that are designed to identify gaps in performance and schools in need of additional support in effectively serving ELs. In order to better serve ELs, states, school districts and schools need a strong understanding of how to interpret and understand EL data, which includes identification, reclassification, and performance on national and state standardized assessments. The resources included here offer an overview of key policies at the federal and state level and essential considerations for designing data systems to capture the performance and growth of EL students. Read more
Dual Language Learner Data Gaps: The Need for Better Policies in the Early Years
Janie Tankard Carnock, June 27th, 2018
In recent years, public leaders have increasingly sought to invest in our nation’s youngest learners. Funding for early care and education (ECE) for children ages 0-5 has grown substantially, along with federal dollars for Head Start and child care subsidies. At the same time, another figure is rising: the number of young children learning English while developing another language at home. This report explores how state leaders can build data systems that more fully account for young DLLs and their distinct needs.
Seeing Clearly: Five Lenses to Bring English Learner Data into Focus
Janie Tankard Carnock, August 16, 2017
Nearly one-third of children in the United States live in a household where a language other than English is spoken. Across diverse geographic and political contexts, schools play a critical role in integrating these students into American society, equipping them with English mastery for strong college and career outcomes. Understanding and drawing inferences from EL data is complicated for a variety of reasons. This report offers a framework of five corrective lenses that are critical for viewing this population accurately.
Blog Posts
- New Research: DLLs’ Language Acquisition Patterns Are Anything But Simple
- NCLB’s Impact on Bilingual Education in New York City
- After AMAOs: Defining What Progress for English Learners Means Under ESSA
- More Meaningful Assessments for Dual Language Learners
- Making State Report Cards Work for English Learners