Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States. Summary. Issues & Answers. REL 2011-No. 105

Autor/inn/en	Anderson, Kimberly S.; Dufford-Melendez, Kathleen
Institution	Regional Educational Laboratory Southeast (ED)
Titel	Title III Accountability Policies and Outcomes for K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States. Summary. Issues & Answers. REL 2011-No. 105
Quelle	(2011), (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Federal Legislation; Definitions; Educational Improvement; Federal Programs; Educational Indicators; Accountability; Grants; English (Second Language); Language Proficiency; Scores; Language Tests; Academic Achievement; Outcomes of Education; Educational Policy; Alabama; Florida; Georgia; Mississippi; North Carolina; South Carolina; United States + Suchen Sie Ihr Suchwort? Bundesrecht; Begriffsbestimmung; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Verantwortung; Grant; Finanzielle Beihilfe; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Schulleistung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; USA
Abstract	This report details Title III accountability policies and outcomes for K-12 English language learner (ELL) students for school year 2007/08 in the six Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) under the Title III annual measurable achievement objectives (AMAO) provision of the No Child Left Behind (NCLB) Act of 2001. The AMAO provision of Title III is an accountability mechanism designed specifically for ELL students. It applies to states and their subgrantees (educational entities, usually districts that serve ELL students) that receive federal Title III funds to improve programs and education outcomes for ELL students. Title III formula grants are disbursed to all U.S. states and territories. Key findings include: (1) All six states had district subgrantees; (2) The six states used five different English language proficiency assessments; (3) All six states' AMAO 1 definitions entailed measuring the annual change in English language proficiency assessment scores (comparing 2007/08 with 2006/07); (4) All six states' AMAO 2 definitions involved comparing 2007/08 assessment scores with those required to meet the state's definition of proficiency; and (5) All six states' AMAO 3 definitions were based on the state's definition of adequate yearly progress as established for Title I. Given these variations in the numbers and types of subgrantees across states, the English language proficiency assessments they used, how AMAOs were defined, and the targets they set, the 2007/08 AMAO 1, 2, and 3 determinations reported different indicators across states. Common interpretations of the results, and thus comparisons among states, are not possible. [For the main report, see ED518024.] (ERIC).
Anmerkungen	Regional Educational Laboratory Southeast at SERVE Center. University of North Carolina at Greensboro, 915 Northridge Street, Greensboro, NC 27403. Tel: 800-755-3277; e-mail: RELSoutheast@serve.org; Web site: http://www.serve.org/RELSE.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10